UNIT PLANNER – Chemical Science – Year 8

Essential questions: • What is stuff made of? • How do we describe and classify matter? • How come you can feel a breeze even though it’s invisible? • What makes the sun shine? • Why is diamond the hardest natural substance on Earth? • Why can water be written as H2O? • What is inside of an atom? Complied by: Sonia Hankova Date: April 2015 AusVELS Level: 8

Elements, Compounds and Mixtures

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CONTENTS PAGE

AusVELS Curriculum Relevance Overview 3-4 Overview of Curriculum Content 5 Unit Overview – Learning Objectives 6 Unit Rationale – Learning Objectives in relation to AusVELS 7 Unit Learning Outcomes 7 Prerequisites – Prior Knowledge 7 Lesson Sequence Overview 8-9 5E’s Science Learning Instructional Model 10

Connection with Curriculum and relevant Pedagogy 10 Unit Map – Comprehensive Overview – classroom practice, assessment, resources 11-13 Lesson Plan 1 – What’s the Matter? Describing and classifying matter. 14-16 Lesson Plan 2 – Atom, Element, Molecule, Compound or Mixture? Atomic Play-doh. 17-19 Lesson Plan 3 – Periodic table – organisation and properties: metallic and nonmetallic elements. 20-21 ASSESSMENT: Graded assessment tasks 22

Science results summary – student/parent report 23 APPENDICES: 24-47 Chemical Journal Booklet 24 Glossary of Terms – Teacher notes 28 Glossary of Terms – Student template 29-30 Chemical Journal Booklet – List of tasks 32-37

Lesson 1 • Classification of matter worksheet • States of matter handout

28-29

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Lesson 2 • Atomic Play-doh worksheet • Physical vs. Chemical change handout

31-33

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Assignment 1 • My Element Rules – Brief • Evaluation Rubric

35 36

Excursion Review 37-39

Lesson 3 • Particle Model worksheet • Particle Model worksheet – KEY • Periodic Table template • Properties of Elements – cut and paste activity worksheet

40-41 42-43

44 45-46

General Laboratory safety guidelines 47 Excursion – Parent consent and payment letter 48 References and Sources – Personal Reflection 49

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Year 8 ~ Science: Elements, Compounds and Mixtures ~ Curriculum Relevance Overview General capabilities and organising elements (Australian Curriculum)

Literacy • Comprehending texts through

listening, reading and viewing • Composing texts through speaking,

writing and creating • Text knowledge • Grammar knowledge • Word knowledge • Visual knowledge

Numeracy • Estimating and calculating with whole

numbers • Recognising and using patterns and

relationships • Using fractions, decimals,

percentages, ratios and rates • Using spatial reasoning • Interpreting statistical information • Using measurement

ICT • Applying social and ethical protocols

and practices when using ICT • Investigating with ICT • Creating with ICT • Communicating with ICT • Managing and operating ICT

Critical and Creative Thinking • Inquiring – identifying, exploring and

organising information and ideas • Generating ideas, possibilities and

actions • Reflecting on thinking and processes • Analysing, synthesising and

evaluating reasoning and procedures

Personal and Social Capability • Self-awareness • Self-management • Social awareness • Social management

Ethical Understanding • Understanding ethical concepts and

issues • Reasoning in decision making and

actions • Exploring values, rights and

responsibilities

Intercultural Understanding • Recognising culture and developing

respect • Interacting and emphasising with

others • Reflecting on intercultural

experiences and taking responsibility

Cross-curriculum Priorities Aboriginal and Torres Strait Islander histories and cultures Country/Place Culture People

Asia and Australia’s engagement with Asia Asia and its diversity Achievements and contributions of the peoples of Asia Asia-Australia engagement

Sustainability – Organising Ideas Systems World Views Futures

Strand: Science Understanding Sub-strand: Biological Sciences Level 5: • Living things have structural features and adaptations that help them to

survive in their environment Level 6: • The growth and survival of living things are affected by the physical

conditions of their environment Level 7: • There are differences within and between groups of organisms;

classification helps organise this diversity • Interactions between organisms can be described in terms of food

chains and food webs; human activity can affect these interactions Level 8: • Cells are the basic units of living things and have specialised structures

and functions • Multi-cellular organisms contain systems of organs that carry out

specialised functions that enable them to survive and reproduce Level 9:

• Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment

• Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems

Level 10: • The transmission of heritable characteristics from one generation to the

next involves DNA and genes • The theory of evolution by natural selection explains the diversity of

living things and is supported by a range of scientific evidence

Sub-strand: Chemical Sciences Level 5: • Solids, liquids and gases have different observable properties and

behave in different ways Level 6: • Changes to materials can be reversible, such as melting, freezing,

evaporating; or irreversible, such as burning and rusting Level 7: • Mixtures, including solutions, contain a combination of pure substances

that can be separated using a range of techniques Level 8: • The properties of the different states of matter can be explained in

terms of the motion and arrangement of particles • Differences between elements, compounds and mixtures can be

described at a particle level • Chemical change involves substances reacting to form new substances Level 9: • All matter is made of atoms which are composed of protons, neutrons

and electrons; natural radioactivity arises from the decay of nuclei in atoms

• Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed

• Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer

Level 10: • The atomic structure and properties of elements are used to organise

them in the Periodic Table • Different types of chemical reactions are used to produce a range of

products and can occur at different rates

Sub-strand: Earth and Space Sciences • Level 5: • The Earth is part of a system of planets orbiting around a star (the sun)

• Level 6: • Sudden geological changes or extreme weather conditions can affect

Earth’s surface • Level 7: • Predictable phenomena on Earth, including seasons and eclipses, are

caused by the relative positions of the sun, Earth and the moon • Some of Earth’s resources are renewable, but others are non-

renewable • Water is an important resource that cycles through the environment

• Level 8: • Sedimentary, igneous and metamorphic rocks contain minerals and are

formed by processes that occur within Earth over a variety of timescales

• Level 9: • The theory of plate tectonics explains global patterns of geological

activity and continental movement • Level 10: • The universe contains features including galaxies, stars and solar

systems and the Big Bang theory can be used to explain the origin of the universe

• Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere

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Sub-strand: Physical Sciences • Level 5: • Light from a source forms shadows and can be absorbed, reflected and

refracted • Level 6: • Electrical circuits provide a means of transferring and transforming

electricity • Energy from a variety of sources can be used to generate electricity

• Level 7: • Change to an object’s motion is caused by unbalanced forces acting on

the object • Earth’s gravity pulls objects towards the centre of the Earth

• Level 8: • Energy appears in different forms including movement (kinetic energy),

heat and potential energy, and causes change within systems

• Level 9: • Energy transfer through different mediums can be explained using

wave and particle models

• Level 10: • Energy conservation in a system can be explained by describing

energy transfers and transformations • The motion of objects can be described and predicted using the laws of

physics

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Strand: Science as a Human Endeavour Strand: Science Inquiry Skills Sub-strand: Nature and Development of science Level 5-6: • Science involves testing predictions

by gathering data and using evidence to develop explanations of events and phenomena

• Important contributions to the advancement of science have been made by people from a range of cultures

Level 7-8: • Scientific knowledge changes as

new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world

• Science knowledge can develop through collaboration and connecting ideas across the disciplines of science

Level 9-10: • Scientific understanding, including

models and theories, are contestable and are refined over time through a process of review by the scientific community

• Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries

Sub-strand: Use and Influence of science Level 5-6: • Scientific understandings,

discoveries and inventions are used to solve problems that directly affect peoples’ lives

• Scientific knowledge is used to inform personal and community decisions

Level 7-8: • Science and technology contribute to

finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations

• Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management

• People use understanding and skills from across the disciplines of science in their occupations

Level 9-10: • People can use scientific knowledge

to evaluate whether they should accept claims, explanations or predictions

• Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities

• The values and needs of contemporary society can influence the focus of scientific research

Sub-strand: Questioning and predicting Level 5-6: • With guidance, pose questions to

clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be

Level 7-8: • Identify questions and problems that

can be investigated scientifically and make predictions based on scientific knowledge

Level 9-10: • Formulate questions or hypotheses

that can be investigated scientifically

Sub-strand: Planning and conducting Level 5-6: • With guidance, select appropriate

investigation methods to answer questions or solve problems

• Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate

• Use equipment and materials safely, identifying potential risks

Level 7-8: • Collaboratively and individually plan

and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed

• In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task

Level 9-10: • Plan, select and use appropriate

investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods

• Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data

Sub-strand: Processing and analysing data and information Level 5-6: • Construct and use a range of

representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate

• Compare data with predictions and use as evidence in developing explanations

Level 7-8: • Construct and use a range of

representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate

• Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions

Level 9-10: • Analyse patterns and trends in data,

including describing relationships between variables and identifying inconsistencies

• Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

Sub-strand: Evaluating Level 5-6: • Suggest improvements to the

methods used to investigate a question or solve a problem

Level 7-8: • Reflect on the method used to

investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method

• Use scientific knowledge and findings from investigations to evaluate claims

Level 9-10: • Evaluate conclusions, including

identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data

• Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems

Sub-strand: Communicating Level 5-6: • Communicate ideas, explanations

and processes in a variety of ways, including multi-modal texts

Level 7-8: • Communicate ideas, findings and

solutions to problems using scientific language and representations using digital technologies as appropriate

Level 9-10: • Communicate scientific ideas and

information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations

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Overview of Curriculum content Year 8 Topic – Elements, Compounds, Mixtures

Strand Sub-strand Content Descriptions

Science Understanding

Chemical Sciences Matter can occur in three principal states: solid, liquid, gas – Physical characteristics. Properties of different states of matter can be explained in terms of motion and arrangement of particles. Chemical change involves substances reacting to form new substances. All matter is made of atoms and can be classified into different categories: Differences between atoms, molecules, elements, compounds and mixtures can be described at a particle level.

Science as a Human Endeavour

Nature and Development of science

Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world.

Use and Influence of science

Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations. Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management.

Science Inquiry Skills

Questioning and predicting

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge.

Planning and conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task.

Processing and analysing data and information

Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate. Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions

Evaluating Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method. Use scientific knowledge and findings from investigations to evaluate claims.

Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate.

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Unit Overview Learning Focus Learning Objectives

Unit outline: Students will… explain, research, develop, understand etc.

This unit of work is based on several key inquiry questions: · What is stuff made of? · How do we describe and classify matter? · How come you can feel a breeze even though it’s invisible? · What makes the sun shine? · Why is diamond the hardest natural substance on Earth? · Why can water be written as H2O? · What is inside of an atom?

At the beginning of this unit of work students review their previous knowledge about states of matter, its physical characteristic – solids, liquids and gasses – in terms of arrangement and motion of particles. Students will then review the concept of physical change and understanding that chemical change is required in order for atoms to make bonds to form molecules and compounds – new substances. During the fist section of this unit students will through practical, tactile, visual and experiential modelling and drawing activities explore the differences between atoms, elements, molecules, compounds and mixtures, both on a macroscopic scale and on a particle level. Through this process they will gain an understanding of the particle structure of elements compounds and mixtures and be able to classify matter into different categories based on the composition of particles. Students will then visit the Melbourne Planetarium during which they will continue to strengthen their knowledge in the sub-strand of Earth and Space sciences and simultaneously connect the content of this excursion to their studies in chemical sciences – understanding of matter – students will view a feature titled Starlight that will allow them to understand the process of formation of the first 26 elements; from the big bang, clouds of molecular hydrogen gas and dust to the inner workings of our sun, and supernovae explosions (from a chemical perspective) i.e. hydrogen fusion and the subsequent forging of heavier elements and their organisation in the periodic table. Students will answer one of the key inquiry questions ‘What makes the sun shine?’ Students will return to the classroom and further begin to explore the arrangement/organisation of elements in the periodic table (its usefulness in chemistry) – their division into metals, nonmetals and metalloids, and that this arrangement depends on the chemical properties of elements. They will explore and identify the chemical properties of metals and nonmetals, conduct and experiment on production of hydrogen gas – obtaining a nonmetallic element. This will allow them to understand the process of formation of new substances though chemical reactions. Students will write a subsequent report following guidelines on how to write a scientific report, evaluate analyse and communicate their ideas. Students will adhere to workplace safety rules and correct laboratory procedures. Students will observe a demonstration of formation of copper crystals from copper sulfate solution (obtaining a metallic element) – formation of new substance. Students will understand that different elements can be recorded in the form of chemical symbols and that the atoms in elements can be arranged in different ways (monoatomic, clusters – molecules, lattices). Students will make connections between these arrangements and physical properties of elements – they will explore the many faces of carbon (carbon allotropes) trough a collaborative research challenge activity. They will investigate how the idea of elements has developed over time and explore an element of choice through a PowerPoint assignment My Element Rules. Students will then move on to second part of this unit – explore compounds (molecular compounds and lattices) and begin to construct, understand and use chemical formulas and visual models of simple compounds. They will understand that many substances are mixtures of elements and compounds; they will explore gaseous and liquid mixtures. They will conduct a practical experiment growing alum crystals, and understand that structural properties of substances are related to chemical arrangement of atoms. They will further investigate how scientists have created new materials (e.g. alloys). Students will observe a demonstration of formation of carbon dioxide gas (molecular compound). During the final section of this unit students will examine the atomic theory of matter and structure of atoms (types of atoms, inside of atoms, atomic number and mass number, electron shells), where and how these are represented in the periodic table of elements. Finally, students will investigate a scientist who had an important impact on the development of the atomic model (life & achievements) and show how our understanding of atoms, elements and compounds is relevant to applications in everyday life e.g. medicine, electronics, construction.

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Rationale Overview of unit objectives in relation to AusVELS curriculum

This unit of work is designed to provide students with hands on visual and practical activities for understanding the differences between properties of atoms, molecules, compounds and mixtures. Students will explain how matter is described, classified and recorded – based on their physical and chemical characteristics. Students will investigate science as a human endeavour – nature, development, use and influence of science through relevant open choice assignments. Students will develop science inquiry skills by means of practical experiments and activities – questioning, planning, predicting, conducting experiments, analysing data/information, and evaluating and communicating the results of their research in subsequent scientific reports. Students will simultaneously develop General Capabilities: Literacy – reading and comprehending text; Numeracy – analysing data, ICT – research and development; Critical and creative thinking – assignments and experiments; Personal and social capability – independent and collaborative work; Ethical understanding – laboratory workplace safety and ethics; Intercultural understanding – interacting and showing respect towards others.

Aims Standards Learning Intentions/Outcomes

By the end of this unit students will be able to: use, distinguish, make, explain

1. Describe the differences between elements, compounds and mixtures on a macroscopic level. 2. Classify matter based on its physical and chemical characteristics. 3. Describe the arrangements of particles in elements, molecules, compounds and mixtures (Atomic Play-doh) – How

come you can feel a breeze even though it’s invisible? 4. Understand the origins/forging of elements, the process of hydrogen fusion – What makes the sun shine? (Lifecycle

of a star – Astronomy) – Starlight at Melbourne Planetarium. 5. Explain the organisation of elements in the periodic table – how these are divided into different groups (metals, non

metals, metalloids) based on their chemical and physical properties. 6. Identify and locate elements on the periodic table, understand and use chemical symbols to describe elements. 7. Investigate how the idea of elements has developed over time – My Element Rules Assignment. 8. Research and present information about one of the 96 naturally occurring elements – My Elements Rules

assignment. 9. Understand and explain laboratory workplace safety procedures and appropriate disposal of chemicals. 10. Understand and explain the production of hydrogen (a non metallic element) and describe its properties – prac. 11. Explain the arrangement of atoms in elements – monoatomic, clusters- molecules, lattices. 12. Understand the connections between arrangements of atoms and physical properties of elements. 13. Explain allotropes of carbon – arrangements of atoms and physical properties – collaborative research challenge –

Why is diamond the hardest natural substance on Earth? 14. Understand and explain the arrangement of atoms in compounds. 15. Use symbols and formulas for elements and simple compounds – Why can water be written as H2O? 16. Explain the formation of a new compound and the arrangement of atoms – growing alum crystals. 17. Explain the arrangement of atoms in mixtures – of elements/compounds; explore solid, liquid and gaseous mixtures. 18. Investigate how scientists have created new materials. 19. Describe the model of an atom in terms of protons, electrons and neutrons; electron shells. 20. Understand the organisation and representation of atomic structure in the periodic table – understand atomic

number, mass number. 21. Investigate a scientist who had an important impact on the development of atomic theory and show how our

understanding of atoms, elements and compounds is relevant to applications in everyday life.

Prerequisites Assumed Prior knowledge

Students should be familiar with the following topics

Level 5: Solids, liquids and gases have different observable properties and behave in different ways. Level 6: Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting. Level 7: Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques. Level 8: The properties of the different states of matter can be explained in terms of the motion and arrangement of particles. Chemical vs. Physical change; Chemical change involves substances reacting to form new substances.

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Lesson Sequence Overview 5E Model Applied Activities/Learning Experiences

Lesson 1 What is stuff made of? Describing and classifying matter – Elements, Compound and Mixtures (macro level) Extensive class discussions and hands on activities on states of matter are designed to establish existing knowledge and recall previous learning. Students are given an opportunity to contribute to a class mind map on the different states of matter and their characteristics. A YouTube video on the interconnectedness of everything in the universe through shared chemistry is used to launch the unit inquiry and generate a rich discussion, allowing students to wonder, pose questions and become curious about the topic. Students will work collaboratively, engaging in a tactile explorative activity on classification of matter and review their findings though a classroom discussion. Students will begin to compile evidence of progress and learning in a Chemical Journal Booklet that is deigned to allow them to understand the learning objectives and outcomes of this unit of work and keep track of their learning – developing a style that helps them study for a test.

Lesson 2 Atoms, Molecules, Elements, Compounds or Mixtures? Atomic Play-doh. Classification of matter (particle model) Students will continue to engage and explore the concept of classification of matter on a particle level. As students progress through this unit, they will be zooming in to the size of atoms and subatomic particles. It is thus important students have a sound understanding of the particle model composition of elements, compounds and mixtures and their distinguishing features. Students will complete a collaborative modelling activity with Play-doh – modelling elements, molecules of elements, compounds, and mixtures of both elements and compounds. They will record their observations in the form of visual diagrams in a custom activity worksheet. Through this process they will become familiar and begin to use chemical symbols of the 6 basic elements required for life and deepen their understanding of particle arrangement in the various substances. Students will receive their fist assignment brief – My Element Rules – this allows them to choose an element of interest they would like research and present their finding to the rest of the class.

Lesson 3 Excursion – Starlight – Melbourne Planetarium This excursion extends and connects with the sub strand of Earth and Space sciences. Students will visit the Melbourne Planetarium and view a feature titled Starlight – the content connects deeply with their studies in chemical sciences in so that it describes the origins and formation of elements – during the lifecycle of a star and later in supernovae explosions, and their subsequent organisation based on their properties in the periodic table of elements. It discusses the process of hydrogen fusion and its products – formation of helium and other heavier elements. This excursion well complements the topic content and allows students to make valuable connections between the origins of elements and how these come together through chemical reactions and formation of chemical bonds to form life on earth and everything else in the universe. It deepens the meaning and answers some of the questions that arose upon the inquiry launch – YouTube video: Reflections on Life, students viewed at the beginning of this unit of work. It serves to keep the students engaged in the topic and connects seamlessly with the following topics – Periodic table organisation and properties of elements.

Lesson 4 A closer look at Elements: Periodic Table – Organisation and properties of elements – Metallic and nonmetallic elements. Students will review what they learned at the excursion to the Planetarium via a collaborative mini Quiz Challenge. They will be introduced to the periodic table and the organisation of elements based on their chemical properties – metals and nonmetals. They will complete a collaborative tactile activity – discovering the properties of metals and thereafter apply their knowledge through a cut and paste matching activity – distinguishing properties of metals and nonmetals. Students will during the next class continue to develop their science inquiry skills through a practical experiment on properties of elements.

Lesson 5 Practical experiment 1 – Properties of Elements: Testing production of gases – Obtaining Hydrogen – a nonmetallic element. Workplace safety. Students will discuss the importance of workplace safety in science laboratory, including safe disposal of chemicals – they will summarise these in a short discussion and list of safety procedures that will form the second part of their practical experiment report. Students will review and discuss correct scientific report writing guidelines – how to organise a scientific experiment and communicate results (they should be familiar with these from previous units of work that required recording of observations during experimental procedures and subsequent reporting on findings and discussion of results – title, aim, hypothesis, apparatus/materials, safety considerations, method/procedure, results/observations, analysis/discussion, conclusion). Hydrogen is the simplest and most abundant element in the universe: The aim of this experiment is to elaborate on students’ knowledge about hydrogen (Starlight excursion). They will observe chemical reaction during which the element hydrogen is formed. They will discuss what evidence is there that a new substance is formed; state some of the properties of the product – hydrogen gas, use an interactive periodic table to research information about the element. Ascertain whether hydrogen would exist in monoatomic form, as lattice or a molecule. Students will connect their knowledge from excursion by discussing what they already know about hydrogen, it’s fusion to form helium and the origins of heavier elements.

Lesson 6 Properties of elements: The Many Faces of Carbon – collaborative research challenge Students will discuss the arrangement of atoms in elements – monoatomic, clusters – molecules and lattices and observe a demonstration on formation of copper crystals from copper sulphate solution (formation of new substance) – followed up by a classroom discussion of the properties of the products (recalling on previous knowledge). Students conduct further research into the properties of elements. Carbon is one of the fundamental building blocks of life and the sixth most abundant element in the universe. There are four known allotropes of carbon: amorphous, graphite, diamond, and fullerene. A new fifth allotrope of carbon was recently produced, a spongy solid called a magnetic carbon ‘nanofoam’ that is extremely lightweight and attracted to magnets. This lesson is dedicated to collaborative research challenge on the allotropes of carbon: Students will work in groups of 5 – they will pull one of the carbon allotropes out of a hat and conduct a collaborative research into its properties uses and applications in daily life. This is a project based learning experience; this activity is designed to be a fun research race/challenge. Students will have to allocate tasks amongst the group members – research information and compile this in a short visually interesting and informative PowerPoint presentation. Students will receive a list of essential questions on which they will base their research. They will have 30

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minutes to conduct their research and make the presentation. They will present the class with their findings. Their presentation will be peer-reviewed by the other groups/challengers. This collaborative task evaluates students’ ability to work together within a given timeframe; it fosters interpersonal and leadership skills as well as research skills – the ability to answer specific questions and find relevant information. It task is included as a graded assessment.

Lesson 7 Compounds – visual models and formulas; My Element Rules Presentations Students will review the outcomes from previous lesson’s research on carbon and connect the physical properties of elements and chemical/particle structure. Students will then move on to explore compounds and chemical formulas through a compound Lego collaborative activity. Similar in its nature to Atomic Play-doh, students will construct compounds from Lego and record their observations by the means of visual diagrams, accompanied by their chemical formulas. Students continue to learn about the properties of elements via listening to their peers’ presentations on My Element Rules – these are staggered over the course of this unit of work to maximise student engagement and learning outcomes. Students will be given time to work independently on their Practical Experiment 1 report.

Lesson 8 Practical Experiment 2 – Compounds: Growing alum crystals – a lattice compound; Materials that will shape the future; My Element Rules Presentations cont. Students will conduct a second practical experiment – growing crystals of potassium aluminium sulphate (alum). They will discuss the properties and particle structure of alum crystals; monitor, describe and discuss the process of growth over the flowing week and summarise their findings in the form of a graph or chart diagram. They will write a report on their experiment (utilising scientific write up guidelines). Students will further observe a demonstration on the formation of carbon dioxide gas (compound), explore gaseous and liquid mixtures, and discuss their properties and chemical formulas with the class. Students will investigate how scientists created new materials via a research that forms the second part of their practical report on formation of compounds – Wonder Stuff: Crazy New Man-Made materials that will Shape the Future (open choice assessment) (250w).

Lesson 9 My Element Rules Presentations and independent work Students check the growth progress of their crystals, record observations. The class will continue with My Element Rules presentations. Students will be given time for independent work on Practical Experiment write ups, completion of glossary and Chem. Booklet tasks.

Lesson 10 Atomic Theory – Structure of Atoms Students will work in pairs through an online TedEd module on structure of atoms. This knowledge will be reviewed in a classroom discussion. Students will be presented with some theoretical knowledge about the atomic theory and continue to develop their knowledge via a collaborative modelling activity exploring types of atoms (atoms of different elements – connecting previous knowledge about the periodic table and properties of elements), inside of atoms – making connections with atomic number, mass number and structure of electron shells and how and where this is recorded. Students will continue to work with the periodic table of elements, making connections between the structure of atoms and the organisation of elements. Students will receive a brief for their final essay assignment for this unit of work – Investigate a scientist who had an important impact on the development of atomic model/theory and research how our understanding of atoms, elements and compounds is relevant to applications in everyday life – science as a human endeavour. Students will check the progress of their crystal experiment and record findings and observations and continue to work on their practical report. Homework – funny video on structure of atoms – teacher prize!

Lesson 11 Atomic Structure cont. Students continue to develop knowledge about atomic structure and complete formative assessment – PPT Quiz – recording their understanding by visual means (they will use atomic structure templates to draw visual diagrams of atoms of specific elements, including correct number of subatomic particles, electron shells, using the periodic table to identify number of subatomic particles etc.) Students will continue to work independently on practical experiment reports, assignments, and conduct a final check of crystals. Students will be briefed on Flipped Quiz in the next lesson.

Lesson 12 Flipped Quiz – Be the Teacher! Students will review atomic structure, continue with a round of presentations and complete the Flipped Quiz test. This is a formative practice-round preparation for final unit test – students will be presented by a completed test and pretend to be the teacher, correcting the test. Some of the answers are correct some are incorrect. Student’s task is to tick any answers that are correct and rewrite any that are incorrect, advising why the answer is incorrect and what is the correct response. They will be assessed on the corrections to this test paper. This test will be collaboratively reviewed in the next class. This assessment gives the teacher a good idea about what areas of the unit topics need to be revisited prior to the final test and allows the students to structure their study. Students will continue work on assignments, completion of all Chem. Booklet tasks and glossary.

Lesson 13 Unit Review Final round of My Element Rules presentations. Students will collaboratively review the results of the test (marked by teacher) – peer review of knowledge, reciprocal teaching strategy. This will be followed by a class discussion regarding any questions that have posed difficulties – this session is focused on final preparation for the unit test. Students will work on finalising their assignments and booklet. Students to take booklet home and study for unit test next week.

Lesson 14 Unit Test – Elements Compound Mixtures – summative assessment

Lesson 1 Start of new unit of work – Earth and Space Science: Geology – Rocks Student to hand in Assignment 2 and Chem. Booklet

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Connections with curriculum and relevant pedagogy This unit of work is based on careful consideration of the AusVELS science curriculum. Via its learning objectives and outcomes – content, activities, tasks, experiments and assessments – it addresses all areas of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills and at the same time develops all areas of general capabilities (explained in more detail in Unit Rationale section, p.7). This unit utilises the power of an inquiry-based approach to teaching and learning science. It is planned around the 5e’s instructional model (pictured above), based on Bloom’s Taxonomy model (Bloom 1956) – encouraging complex critical though and problem solving skills through application of knowledge and comprehension via evaluating, analysing and creating. This model is interweaved in cyclical fashion throughout this unit of work; placing particular importance on its application though student centered collaborative and cooperative learning, varied activities and tasks that cater for different learning styles, through exciting experiments, open choice research activities and relevant assessments. Inquiry based learning has shown great potential in increasing intellectual engagement and fostering deep understanding through the development of a hands-on, minds-on and research-based disposition. It honours the complex, interconnected nature of knowledge construction, strives to provide opportunities for both the teacher and students to collaboratively build test and reflect on their learning (Madhuri et al. 2012). The unit allows for learner differentiation through its experiential collaborative-cooperative focus. Student will work in groups allowing them to experience, discover, test, discuss – learn from each other, and teach each other during the process. It allows for varied levels of personal choice with regard to assessments and activities – catering to creativity, research, discussions and application of critical thinking – engaging all senses in a rich and deep explorative dialogue with the learning content. It caters to different learning styles and allows students to take responsibility, drive their own learning at a level suitable to their strengths interests skill and abilities.

Engage: • Mentally engages students

captures interest • Looks for prior knowledge – able

to express what they know • Develops shared norms • Determines readiness for

learning • Establishes learning goals

Explain: • Explanations are made on the

concept or skill • Explanation follows experience • Develops language and literacy • Strengthens connections

Explore: • Hands on activity • Explore the concept or skill • Make sense of the concept or

skill • Prompts inquiry • Structures inquiry • Maintains session momentum

This may take more than 1 lesson and be combined with explain.

Evaluate: • Continue the development of the

understanding of the skill and evaluate their learning

• Assess performance against standards

• Facilitates student self assessment

Elaborate: • Presents new content • Provides opportunities to apply

existing concept or skill • Develops a deeper

understanding of the concept or skill (this may include an investigation).

• Facilitates substantive conversation

• Cultivates higher orders of thinking

• Monitors progress

11

Unit Map

Year/Class: 8 Curriculum Domain: Science – chemical science Title: Elements, Compounds and Mixtures Term: 3

Weeks: 6

T – teacher; G – collaborative work, I – independent work; C – classroom discussion; W – worksheet; H – homework; P – prac. experiment; A – assignment; * – Chem. Booklet; F – formative assessment; S – summative assessment, Red – graded assessment (parent report on student learning)

CLASSROOM PRACTICE ASSESSMENTS RESOURCES

WEE

K 1

Matte

r clas

sifica

tion

(mac

ro)

ENGAGE – EXPLORE – EVALUATE • Welcome and Intro to New Unit of work – outline learning objectives • Review (C) (10:00) – G: physical activity to demonstrate states of matter – solid liquid gas – arrangement and motion of

particles • Inquiry Launch – YouTube (C) (5:00) Reflections on life through our shared chemistry with the universe. Neil DeGrasse

Tyson • Intro – Elements, Compounds, Mixtures (macro), classification of matter inquiry (C)(10:00) – mind map discussion • Practical activity – What s the matter? (GW*) (15-20:00) (Tactile experiential discovery – classification diagram) • Review activity (C) (10:00) • Brief on Chem. Booklet – glossary and tasks – learning outcomes for this unit of work. • Homework – YouTube research (H*) • Collect excursion forms – chase up those that still need to pay.

Prior knowledge – solid, liquid gas – changes of state, chemical vs. physical change, establishing existing vocabulary. GW* - worksheet 1 collaborative activity (chem booklet) H* – YouTube – research a funny video on elements, compounds and mixtures; no longer than 4 minutes! Email to your teacher by the end of the week and comment on why you think its funny. Observation – collaborative and independent work

https://www.youtube.com/watch?v=skdO7yGETdI&list=PLm-RvaPgjES-T6xnQM76rn5xgzA-Q2fKQ&index=4 • State of matter handout 1 • Classification of matter – worksheet 1 • Chem booklet Lab Request: Stations with various substances – elements, compounds and mixtures 6 stations (students will work in groups of 4)

Matte

r clas

sifica

tion

(micr

o)

EVALUATE – EXPLORE – EXPLAIN – EVALUATE – ELABORATE – EVALUATE • Play funniest video from homework (C)(5:00) • Review vocab (C) – atom, element, molecule, compound, mixture • Demo (T) – atoms, elements, compounds – particle level with models, or visual colour diagram on whiteboard • Classification of matter – Quiz PPT (IF*) (5:00) • Review Quiz (C) (15:00) (students to swap, peer-correct and give to teacher) • Elements Compounds Mixtures – particle level – Play-doh Atoms practical (GW*) (30:00) • Review activity (C)(15:00) • A1 (brief) – My Element Rules (5:00) • Brief on excursion

Existing knowledge IF* – Quiz PPT (not graded, formative for students and teacher) GW* – Play- doh Atoms – collaborative, modeling, worksheet A1 – student brief and rubric – My Element Rules –PPT (should have chosen an element by now) Advise teacher on date of presentation Observation – collaborative and independent work Homework – research element for assignment and email or tell teacher by end of week.

• Elements, compounds mixtures Quiz PPT • Play- doh Atoms – worksheet 2 • Handout 2 chem. Vs. phys. change • ICT – data projector for PPT • A1 – student brief and rubric Lab Request: Styrofoam balls of different colours and sizes Play-doh, different colours, wooden skewers – 6 stations (students will work in groups of 4)

Orig

ins o

f ele

men

ts ENGAGE – ELABORATE

Excursion – Starlight – Melbourne Planetarium

Observe student behaviour at excursion

• Medical forms, emergency contact details • Parent consent forms • Exclusion management plan

WEE

K 2

Perio

dic t

able

– org

anisa

tion,

pr

oper

ties

EVALUATE – EXPLAIN – EXPLORE – ELABORATE – EVALUATE • Review Excursion – Starlight mini Quiz Challenge (IF*) (10:00) students can discuss their thinking in pairs, self-correct

as class (C) • Review – Elements, compounds, mixtures particle model worksheet – (IW*) (20:00) • Periodic table – organisation of elements (C) worksheet (IW*) – connect excursion (C)(10:00) • Properties – metals, nonmetals, metalloids practical examination of samples – collaborative tactile activity (G*)(10:00) • Properties of Elements – cut and pate – worksheet activity (C) (IW*) (20:00) • Explain next class – Prac. P1 • Chem. booklet - glossary

Existing knowledge IW* – particle model – worksheet 3 (graded assessment) IW* – periodic table – worksheet 4 (shade in metals, nonmetals, metalloids) IW* – properties of metals and nonmetals – worksheet 5 (cut and paste activity) Observation – collaborative and independent work

• Starlight mini quiz questions – based on main points of interest and learning objectives of the viewed feature

• Particle model – worksheet 3 • Periodic table – worksheet 4 • Properties of metals and non metals – worksheet 5 • P1 student brief (for next lesson) Lab request: • Stations with various metals (6) • Examples of non metals, metalloids

12

Prop

ertie

s of

ele

men

ts

Wor

kpla

ce s

afet

y

ENGAGE – EXPLORE – EXPLAIN – ELABORATE - EVALUATE Prac. 1 (75:00): • Workplace safety (C)(10:00) • Explain Prac (T)(5:00) • Testing production of gases experiment (P1.1) (G) (50:00) – provide experiment brief and worksheet (IW*) • Workplace safety report (brief) (P1.2) (5:00) • What to include in P1.1 report (T) – scientific report writing handout (5:00) • Students work in pairs during prac; individual prac. worksheet and reports.

P1.1 – experiment report P.1.2 – workplace safety component IW* - experiment worksheet 6 Students work in pairs during the practical component, independently to write a report Homework – work on report • P1 due – by end of next week • Remind students that My Element Rules

Presentations start next week

• Practical assignment P1 – student brief & rubric Obtaining hydrogen – a non metallic element – formation of new substance.

• Experiment worksheet 6 (helping students record their observations, and during write up)

• Workplace safety guidelines (teacher notes) • Scientific report guidelines handout Lab request: • Materials as per experiment brief • 12 stations (24 students in pairs)

WEE

K 3

Prop

ertie

s of

ele

men

ts

Man

y fa

ces

of c

arbo

n

EVALUATE – EXPLORE – EXPLAIN – ELABORATE – EVALUATE • Review prac. (Remind assignments)(C)(5:00) • Demo – formation of copper crystals from copper sulfate solution (T)(5:00) – follow up class discussion (C) • Chemical symbols, arrangement of atoms in elements (monoatomic, clusters – molecules, lattices) (C)(10:00). • Connections between arrangement of atoms and physical properties of elements –Many Faces of Carbon collaborative group

research challenge (G*) (25:00) – students research carbon allotropes in small groups; they will answer 5 Essential Questions in their research and present their findings to the whole class. Peers will assess the quality of their presentation.

• Carbon presentations (25:00) (5x5)

G* – collaborative research challenge PPT • Students work in groups of 5 (5) to report of one

of the allotropes of carbon – in class activity – PPT presentation of findings.

• Students to share presentations amongst each

other. • Homework – P1 report • Remind students that My Element Rules

Presentations start next lesson • P1 due – by end of week

• Many faces of carbon (teacher brief, essential questions, marking criteria)

• Feedback sheet for peer review • ICT - research Lab request: Materials for copper crystals experiment demo – obtaining a metallic element, formation of new substance

Com

poun

ds –

fo

rmul

as, v

isua

l mod

els

EVALUATE – EXPLORE – EXPLAIN – EVALUATE • Finish carbon presentations (as applicable)(5:00) • Quick review carbon learning outcomes – connections between physical properties of elements and chemical structure (C)

(5:00) • Intro Compounds, chemical formulas (T)(10:00) – YouTube clip, visual teacher demo • Compound Lego – Visual models activity with worksheet (GW*) (25:00), students work in pairs. • Review worksheet/activity (C)(10:00) • (A1) My Elements Rules presentations (10:00) • Independent work on finishing P1

GW* – activity worksheet A1 – presentations (2) • Homework – P1 report • Remind students that P1 due by end of week • Remind students next class is prac

• Mixtures PPT images • YouTube clip – find suitable • Compounds and chemical formulas – worksheet 7 • ICT – Data projector for PPT Lab request: Styrofoam balls of different colours and sizes (demo) Play-doh and wooden skewers (6 stations)

Form

ing

alum

a

latti

ce c

ompo

und

ELABORATE – EXPLAIN – EVALUATE • (A1) My Elements Rules presentations (20:00) • Prac. 2 – Compounds – Growing alum crystals (G) (P2.1) (20:00) (easy prac.) – provide experiment brief and worksheet

(IW*) (students will monitor crystal growth over the next week) • Demo – formation of carbon dioxide gas (5:00) • Mixtures of elements and compounds – explore gaseous and liquid mixtures (C) (10:00) PPT images (relate to demo and

prac.) • Investigate how scientists created new materials (brief) (P2.2) (5:00) • Begin P2.2 research/prac. write-up

A1 – presentations (4) P2.1 – experiment report P.2.2 – creating new materials discussion IW* – experiment worksheet 8 Students work in pairs during the practical component, independently to write a report and discussion. Homework – work on P1 report • P1.1 & P1.2 due!

• Practical assignment P2 – Growing alum crystals/creating new materials – brief and rubric

• Experiment worksheet 8 (helping students record their observations, and during write up)

Lab request: Materials as per experiment brief – alum crystals 12 stations (24 students in pairs – enough for each pair to grow a crystal) Materials for demo – formation of carbon dioxide gas

13

WEE

K 4

Pres

enta

tions

, in

depe

nden

t wor

k

EVALUATE

• (A1) My Elements Rules presentations (15:00) • P2.1 Check crystals – record progress (5:00) • Students work independently on P2 • Students to finish tasks in chem. booklet • (A1) My Elements Rules presentations (15:00) (round two at the end of lesson)

A1 – presentations (6)

• ICT for presentations, research Lab request: Students crystals (for weighing)

Atom

ic th

eory

St

ruct

ure o

f ato

ms

ENAGAGE – EXPLORE – EXPLAIN • TedEd – structure of atoms (C) • Atomic Theory (C)(10:00) • Structure of atoms (GW*) modeling activity – types of atoms, inside of atoms, atomic number and mass number, electron

shells (25:00) students to work in groups of 4, model with play-doh on template diagram then draw in the diagram • Review Activity (C)(5:00) • Representation in the periodic table of elements (T)(5:00) (use shaded table from previous lessons) • A2 (brief) –investigate a scientist who had an important impact on the development of the atomic model (life & achievements)

and show how our understanding of atoms, elements and compounds is relevant to applications in everyday life e.g. medicine, electronics, construction (5:00)

• P2.1 Check crystals – record finings and work on report

GW* – modeling activity A2 – science as a human endeavour – atomic model and applications in science H* - funny YouTube video on atoms

A2 student brief and rubric Lab request: Students crystals (for weighing) Play doh for acitivty

WEE

K 5

Atom

ic st

ruct

ure

EXPLAIN – ELABORATE – EVALUATE • (A1) My Element Rules presentations (25:00) • Structure of Atoms PPT Quiz – worksheet (IFW*) (15:00) • P2.1 Check crystals and record findings – final (5:00) • Brief on flipped quiz – next lesson • A2, P2 work – independent (30:00)

A1 – presentations (5) IW* – structure of atoms • Remind students that P2 due by end of week • Remind students next class is flipped quiz

• ICT • Flipped Quiz for brief Lab request: Students crystals (for weighing) Play doh for acitivty

Flip

ped

Quiz

EVALUATE

• Atomic structure review (C)(10:00) • My Element Rules presentations (30:00) • Unit review – Flipped Quiz (25:00) • Assignment work, booklet/glossary

A1 – presentations (6) S – Flipped Quiz • Remind students that P2 due by end of week • Remind students next class is revision, chem.

booklet finalisation • A2 due end of next week

Flipped quiz ICT

Unit

Revie

w

EVALUATE • (A1) My element rules presentations (final) (10:00) • Flipped quiz review – collaborative in small groups (G), followed by class discussion (C) (30:00) (gives students an idea of

what they already know well and where to brush up for test) • Test prep – Revision – how do I study for a test • Assignment, booklet finalisation – use this to help you study for test

A1 – presentations (1+) • A2, chem. booklet due end of next week! • Take your booklet home to study for test! P2 crystals report due!

ICT

WEE

K 6

Unit

Test

Summative Test – Elements, Compounds, Mixtures S – unit test

Start of new unit – Earth and Space Sciences – Geology – Rocks A2 due! Chem. booklet due!

14

Lesson Plan 1 75 min What’s the Matter? Describing and classifying matter. Engage

Intended Learning Goals and Objectives – intended purposes and expected results of teaching activities (establish basis for assessment) – during this lesson the students will… • Revise content from previous chemistry units to establish existing knowledge – states of matter, physical vs. chemical change. • Classify matter into basic categories. • Define atom, element, molecule, compound, mixture. • Distinguish an element from a compound from a mixture on a macroscopic level.

Learning outcomes – statements that describe significant and essential learning that learners have achieved and can demonstrate – by the end of this lesson, students will know and be able to… • Examine different types of matter and make assumptions on its classification, record their findings in a classification diagram. • Students will be able to verbally and visually identify and describe the differences between elements, compounds and mixtures.

Prior Knowledge: • Physical characteristics of matter • States of matter – solid, liquid, gas – changes of physical state • Pure substances, atoms, molecules • Mixtures – homogenous, heterogeneous

Key vocabulary: Element, compound, mixture, atom, molecule, pure substances, homogenous, heterogeneous

Materials/Resources: • https://www.youtube.com/watch?v=FvtAPH0b1lE&index=4&list=PLm-RvaPgjES-T6xnQM76rn5xgzA-Q2fKQ • Worksheet 1 – classification of matter • Handout 1 – states of matter (physical characteristics) • Chemistry Journal Booklet • A selection of elements, compounds and mixtures – ask the lab tech for 6 stations with a selection of 4 on each (24) LAB REQUEST

Key Questions to Ask: • What is matter? What is it made of? What are we made of? How do we describe and classify matter? • What are the differences between elements, compounds, and mixtures?

Lesson Steps (Engage~Explore~Explain~Elaborate~Evaluate) Write learning objectives on the whiteboard! 1. Intro: Let all put on our science hats! T: Welcome to our chemical science unit: Elements, Compounds and Mixtures. Over the next 6 weeks we will learn about classification of matter, explore particle arrangement and the chemical properties and differences between elements, compounds and mixtures. We will learn about the origins of elements, explore the basic groups of elements that all matter is made of, their properties and how these are recorded and organised in the periodic table. We will learn how elements make molecules and compounds and explore basic elements, compounds, their chemical formulas and composition. We will learn about mixtures of elements and compounds and explore how scientists have created new materials that will shape the future. We will examine the structure of atoms, learn about atomic theory and research its relevance and applications in everyday life. We will conduct a series of fun experiments, and research about our topic through individual and collaborative activities and open choice assessments. Revision (5:00): C: Get the students thinking about particles – draw diagram on whiteboard or have on PPT (use Handout 1) revise solid, liquid gas + heat/cooling through fun physical activity – students act as particles e.g. teacher asks students to be a gas, be a solid, freeze, evaporate etc. Launch into an inquiry – Video (4:00) (Engage): Neil deGrasse Tyson talks about what he considers the most astounding fact he ever learned about the universe – the interconnectedness of all life on Earth to each other and to the rest of the universe, through our shared

15

chemistry. https://www.youtube.com/watch?v=skdO7yGETdI&list=PLm-RvaPgjES-T6xnQM76rn5xgzA-Q2fKQ&index=4 C: Essential questions (10 min): (have these ready on PPT, or write on whiteboard – *PPT presented during Microteaching) What is matter? What is it made of? What are we made of? How do we describe and classify matter? G: Think pair share > C: Class discussion (brainstorm content associated vocabulary, create mind map – diagram on whiteboard – teacher to use Worksheet 1 to structure mind map – elements, compounds, mixtures. Define/revise pure substance, element, compound, atom, molecule, hetero-homogenous mixture) 2. Main Body: G: Activity – Classifying Matter (15-20 min)(Explore) – tactile experiential discovery: In small groups (4) examine the following – have some elements, compounds (pure substances) and mixtures available on various stations (4 on 6 stations) – e.g. water, ice, glass, metal, iron, salt, gold, aluminium, charcoal, lead pencil, oil, balloon with air, butane gas bottle, rice and sand mixed etc. – Have the students record their assumptions in Worksheet 1 Classification of Matter Diagram (see Appendix) - (clearly explain to students what you want them to do) (rotate every 5 minutes, roam the classroom and discuss with students their thinking, ideas) C: Revise activity – Class discussion (Explain) (10 min): Discuss findings as a whole class – group substances from previous activity as elements, compounds and mixtures accordingly at the front of the class so that everyone can see. Ask students to share their results and self-correct their worksheets with a coloured pencil. Now, mark next to each substance in your diagram the physical state the substance is in – (s, l, g, *make note of aq if dissolved in water). (Elaborate) C: What are all of these substances made of? How do you know? – Class discussion (5 min) – connecting with previous activity. What are atoms? What are elements? What are they made of? What are molecules? What are compounds? Discuss the differences (students should have some knowledge about atoms and molecules from previous unit on chemical reactions) Demonstrate molecule, atom with play-doh – O (red), H (white), C (grey/black). Draw examples on whiteboard. We will explore atoms in greater detail later on. E.g. an oxygen molecule is made up of two oxygen atoms bonded together. A water molecule is made up of one oxygen atom and two hydrogen atoms bonded together. G: Think Pair Share (2 min): Can you think of some other elements, compounds and mixtures to include as examples on your worksheet? Students to add these to their worksheet. At least 1 more for each (Evaluate) 3. Conclusion (Evaluate): Hand out Chem. Journal Booklet and States of matter (handout 1) (appendix): explain what this is for and what are the expectations (see assessment section of this unit, p. 22): Write your name on cover now! 1) Students will document their progress through this unit in a Chemical Journal Booklet with all written material, experiments and handouts – this is designed to help them organise their study resources, help them during writing experiment reports, keep tract of their participation and progress through the unit and develop a style that helps them study for a test. 2) Students will create a glossary of terms from the content of this unit. 3) Students will complete a list of tasks outlined in the chem. booklet and tick these off as completed as they go along. First Glossary entry (5:00) – atom, element, molecule, compound, mixture, pure substance (ask the students how they would define each – model correct response on whiteboard or have ready on PPT – refer to glossary – teacher notes) students to write terms and definition, is pushing for time finish definitions at a later stage) C: Quick Lesson Review (5:00) Teacher to pick randomly from the organised table of substances and question the class. What is this? Element, compound, mixture? What is it composed of? Atoms, molecules? Can you be sure? What state is this matter in? Ask a few students to share what they’ve learned. Return to Essential Questions: What is matter? What is it made of? What are we made of? How do we describe and classify matter? How did you go with the activities (seek feedback)? Hands up those who found the activities easy/difficult. Close your eyes and hands up if you feel comfortable with the topic? (I suspect there won’t be many hands up). Homework: research a funny and informative clip on elements, compounds and mixtures (no more than 4 minutes). Email to your

16

teacher by the end of the week and comment why you think your clip deserves to win. Watch out for teacher prize! Reminder about excursion – collect excursion forms – check who still needs to pay. Our knowledge and experiences shape our understanding and interpretation of things. During the next lesson we will explore the concepts of matter in more detail and do some activities and experiments to help us better understand the stuff that we are made of. • Chem. Journal Booklets with worksheets/handouts in coloured folders – don't take them home! • Clean up and pack up! • Chairs in – wait for bell! Dismiss class. Homework: • Find funny and informative clip on the topic

Assessment/Evaluation: • Diagnostic assessment – prior knowledge • Ensure all students participate and contribute to class discussions • Observe students during activities • Students to complete worksheet 1 – self correct • Chem. Journal Booklet entry – glossary definitions Notes/Comments: • If there is time left over let the students work on their glossary

• This is a difficult concept and there are often misconceptions with regard to distinguishing elements from molecules and compounds • Molecule – compound misunderstandings – students may confuse some elements, such as ozone (O3), with compounds (*all

compounds are molecules but not all molecules are compounds) • If students learn about atoms and molecules only through examples of science-specific materials (water, sugar, etc.), they may think

that living things are not made of atoms but cells (*YouTube clip). • Students may not realise that scientific knowledge changes incrementally as new technology is used (*human endeavour).

Next lesson: quick visual quiz on elements, compounds and mixtures before we move on onto the next – PPT (9 slides) – included during Microteaching

17

Lesson Plan 2 75 min Atoms, Molecules, Elements, Compounds or Mixtures? Atomic Play-doh. Explore

Intended Learning Goals and Objectives – intended purposes and expected results of teaching activities (establish basis for assessment) – during this lesson the students will… • Continue to revise existing knowledge – physical vs. chemical change (classification of matter) • Atoms, elements, molecules, compounds, mixtures – particle level – Students further explore and elaborate on the content from the

previous lesson. • Students will verbally and visually (via models and diagrams) explain the differences between elements, molecules, compounds and

mixtures on a particle level.

Learning outcomes – statements that describe significant and essential learning that learners have achieved and can demonstrate – by the end of this lesson, students will know and be able to do… • Successfully complete an activity designed to deepen and solidify students’ knowledge about the differences between elements,

compounds and mixtures. • Understand that chemical change results in the formation of chemical bonds between atoms of elements to form molecules or

compounds

Prior Knowledge: • States of matter – solid, liquid, gas – physical characteristics • Chemical vs. Physical change • Atoms, molecules, elements, compounds, mixtures (lesson 1) Key Vocabulary: • Physical, chemical change (to make connections with previous content – important to understand formation of compounds as in this

chapter we will talk about chemical changes) • Chemical symbol • Chemical formula Materials/Resources: • Worksheet 2 – Play-doh atoms • Handout 2 – Chemical vs. Physical change • Chem Journal Booklet (students) • Play-doh of different colours, or jelly beans – ask the lab tech to prepare 6 identical stations – LAB REQUEST • ICT PPT Quiz – pictures with examples of elements, compounds and mixtures • Definitions of key vocabulary Key Questions to Ask: • What do the differences between elements, compounds, and mixtures look like on a particle level? • Can we further divide elements and compounds into different groups? What would we base this on? How is this recorded? Lesson Steps (Engage~Explore~Explain~Elaborate~Evaluate) 1. Intro: Science hats on! Play funniest and most informative video from homework – winner teacher prize (Freddo Frog) C: Review – Class Discussion (10 min): Last lesson we investigated how matter is classified or grouped. Today we will explore these concepts further to make sure we all have solid foundations as we progress through this unit. 1) How do we classify matter? Refer to diagram Worksheet 1 + examples (last lesson content) 2) What is an element, compound, mixture, molecule, atom? How can we tell these apart? T: Demo – teacher demonstration of atoms, elements, compounds particle level with visual models, or visual colour diagram on the whiteboard (or both) IF: PPT Mini Quiz (formative assessment) (5min) – write numbers from 1-9 on a system card, teacher to show PPT slides (*PPT used

18

for Microteaching), students will determine – element, compound, mixture (homo/hetero) – swap with person next to you and correct with coloured pencil while Review Quiz with the whole class (5-10min). Elaborate on content of the slides and discuss what and why. Hand down the row, teacher to collect and examine while students are working on next activity. 2. Main Body: C: Revise differences between physical and chemical change: How can matter change, in what ways, what is the result? – Physical vs. chemical change. Classroom discussion – write on whiteboard, model from Handout 2. Give students handout along with Worksheet 2 (see appendix). Connect the concept of chemical physical change with the next activity – in order for elements to form molecules or compounds there must be a reaction, a chemical bond is formed. G: Activity – Atomic Play-doh Worksheet 2 (Explore) (30:00 min): What do the differences between elements, molecules, compounds, and mixtures look like on a particle level? T: Explain Activity: Elements can be combined in different configurations. T: Atoms and molecules – play-doh demonstration. Based on these they can form different molecules, compounds or mixtures. The elements used in this activity are the 6 most abundant elements of life with the chemical symbols C, H, N, O, P, S (remember this!). Do you recognise these? Can you give me some examples where they could be found? What do these letters represent? What is a chemical symbol? Chemical formula? Relate to activity. Clearly explain students what you want them to do. Make sure everyone can see you – model activity with worksheet, ask them how they would do it, then do it – make a suitable selection of examples from the worksheet to give students a good idea of what is expected, but don't give too much away so the students can explore for themselves. Separate students into random pairs, students are to model in pairs, and send to stations – 2 pairs (4) at each station (6). Get a couple of students to hand out the worksheets. Students who finish early to begin researching for Assignment 1 – My Element Presentation (give them assignment brief, they can read it quietly for themselves) 3. Conclusion – review activity: What are molecules? Are all compounds molecules? Are all molecules compounds? Is water a molecule or a compound? Is H2, O2, P4 a molecule or a compound? Class to self-correct worksheet together (take a different coloured pencil) – get students to share their results – get them to do the drawing on the whiteboard. Explain Assignment 1 – My Element Rules (handout brief and rubric– see appendix) Your task is to research one of the 2 naturally occurring elements – Elements 1 through 92 (except for elements 43 and 61) occur naturally on Earth, although some are only present in extremely small quantities. The elements following uranium on the periodic table are only produced artificially. Encourage students to choose from the first 4 rows or an element they have heard of before. Report on your findings in an individual PowerPoint presentation. It must include the following:

• Short (no more that 4 minutes or 5 slides) • Informative – presents information clearly and concisely • Well organised and presented • Interesting and capture the audience • Include pictures and diagrams • Include very small sections of text (titles, headings and subheadings, bullet points or some short sentences are OK)

In your presentation you must consider the following: • Facts – Chemical symbol, atomic number, state of matter at room temperature, melting/boiling point • Its location in the periodic table • Chemical properties and appearance (bring an example if you have one at home)

19

• Uses and applications of the element • Biological role and natural abundance of the element • Brief history of discovery • A curious fact.

Go to the following website and start your research: http://www.rsc.org/periodic-table. Choose an element of interest (out of 92 naturally occurring elements, and tell or email your teacher your choice – no two students can present on the same element, your teacher will advise you if the element is already taken. We will all learn from each other through this process. Tell your teacher when you’d like to present – you may choose from available times. You may use other sources but consider their origin and how valid they are, make a note what sources you used and include this at the end of your presentation. Do not use Wikipedia! I will know if you do! Quick brief on excursion next lesson! • Glossary entry – chemical formula, chemical symbol • Chem. Journal Booklets with worksheets in coloured folders – don't take them home! • Clean up and pack up! • Chairs in – wait for bell! Dismiss class. Homework: • Begin research for Assignment 1 – email teacher your element by the end of the week. Remember next class is excursion! Assessment/Evaluation: • PPT Quick Quiz (formative/diagnostic assessments, make notes) • Observe students during activities, make sure students are working together • Diagnostic assessment – prior knowledge • Ensure all students participate and contribute to class discussions • Students to complete worksheet 1 – self correct – formative • Glossary entry • Chem. Booklet • Homework – introduce Assignment 1 Notes/Comments:

All handouts and worksheets + Assignment brief and rubric included in appendix

20

Lesson Plan 3 75 min Periodic table – organisation and properties. A closer look at Elements:

Metallic and nonmetallic elements. Explain

Elaborate Intended Learning Goals and Objectives – intended purposes and expected results of teaching activities (establish basis for assessment) – during this lesson the students will… • Divide elements into metals and nonmetals and correctly allocate these to the Periodic table • Identify the properties of metals • Identify the properties of non metals • Understand that elements are represented by a chemical symbol and that they are recorded in the periodic table based on their

chemical properties

Learning outcomes – statements that describe significant and essential learning that learners have achieved and can demonstrate – by the end of this lesson students will know and be able to do… • Allocate elements based on their properties to the Periodic Table – metals and non metals • Distinguish metals from non metals • Obtain copper, a nonmetallic element (teacher demo) • Obtain Hydrogen a metallic element – in next lesson (experiment)

Prior Knowledge: • Classification of matter Key Vocabulary: Chemical property, Physical property, Metal, Nonmetal, metalloid, Periodic Table, malleability, ductility, density, hydrogen fusion. Materials/Resources (physical items needed for this lesson): • Excursion – Starlight mini Quiz Challenge – questions to review excursion content (not included in appendix) – structure during

teacher excursion review prior to beginning unit of work – see Excursion Report (appendix) • Selection of metals – set up on different stations – ask lab tech to set up six stations with metals (same on each) – LAB REQUEST • Assessment worksheet – elements, compounds, mixtures picture diagrams • Worksheet 3A – Properties of metals and non metals (blank and teacher notes) • Worksheet 3B – Simple periodic table Key Questions to Ask: • What are the origins of elements? • What makes the sun shine? • What is hydrogen fusion? • How are elements organised? • What is the periodic table? • What are some of the properties and characteristics of elements? • What are their distinguishing features? Lesson Steps (Engage~Explore~Explain~Elaborate~Evaluate) 1. Intro: Does everyone have their science hat on today? C: Review Excursion – Starlight mini Quiz Challenge (10:00) students can discuss their thinking in pairs, self-correct as class. I: Check Point Assessment (20:00): How are we feeling about distinguishing elements, molecules, compounds and mixtures? I hope well! I think by this stage students would have spent sufficient time exploring the topic via multimodal means. They should be able to work independently to identify the representations of a particle model and be able to distinguish the differences between elements, compounds and mixtures. Students will work independently though this worksheet and hand it to their teacher in at the end. This assessment will count toward the students’ final mark for the unit topic Elements, Compounds & Mixtures – visual particle model – fill out picture worksheet by identifying the differences. 2. Main Body C: Periodic Table – Organisation of Elements (10:00) worksheet 3A Teacher to introduce a new topic: Today we are going to look at elements in more detail. Can anyone tell me some names of elements? How are these organised? Where is this recorded? Brainstorm! Mind map. Connect excursion.

21

Periodic table up! Hand out worksheet with blank periodic table and have the students make a jaggered staircase between metals and nonmetals. Guide the students on how to do this. Explain what this means. Explain organisation of the periodic table based on the chemical properties of elements, with similar physical characteristics. Colour in metals & nonmetals. G: Activity (10:00 min): Students examine Metals for their properties/characteristics (working in small groups). Pick them up, heft, squish, scratch etc. – 6 stations set up. On the other side of the classroom have some nonmetals set up – students to rotate in groups. Make notes on observations on what it is and its properties on a piece of paper. C: Class discussion: Review findings, brainstorm map, allocate in periodic table from previous activity. G: Properties of Elements – Matching cut and paste activity (20:00) Use the Worksheet 3B included in the appendix – cut the property section of as a full page strip and glue it on an A4 sheet of paper, then cut up the rest of the sheet. Work with a partner and match these correctly based what you have learned today. This should take you no more than 10 minutes. We will then review the activity as a class and you can then paste them on. Include this in your Chem. Journal Booklet – it will become handy for the test. Briefly Explain that metalloids also called transition metals can exhibit characteristics of both metals and non metals – mark this in your periodic table 3. Conclusion (10:00): Glossary entry: chemical property, physical property, metal, nonmetal, metalloid, periodic table, malleability, ductility, density, hydrogen fusion. Write any relevant vocab on whiteboard – ask students and model response or have PPT with definitions. Explain what is happening next class – Prac 1. – Testing production of gases and workplace safety • Chem journal booklets with worksheets in coloured folders – don't take them home! • Clean up and pack up! • Chairs in – wait for bell! Dismiss class. Homework: • Students are working on My Element Rules presentations Assessment/Evaluation: • Formative – starlight mini Quiz – what have you learned at the excursion? • Check Point Summative assessment – elements, compounds mixtures differences on a particle level – this is important in

helping students understand the chemical composition of substances when we come to the level of an atom. • Observe students during activities, make sure students are working together • Diagnostic assessment – review acquired knowledge • Ensure all students participate and contribute to class discussions • Students to complete worksheets – self correct matching activity – formative • Glossary entry • Chem. Booklet Notes/Comments: • Next lesson – Prac 1 – Testing production of gases – obtaining hydrogen a non metallic element • Students will add more information to their periodic table of elements as they progress through this course.

22

Graded Assessment Tasks (Should include options for research, creative format, data analysis)

1 Chem. Booklet __/10

• Bundle booklet that contains all resource materials, handouts, experiment and activity worksheets and diagrams (not formally graded), ticked list of learning objectives, tasks and assessments. Contains glossary of terms. The aim of this booklet is for students to have an overview and understand the content of the unit – the learning objectives and outcomes. It is designed to keep all relevant resources together and organised. It allows students to develop a style that helps them study for a test as well as and take control of their learning. The collective booklet is graded based on the completion of the content. I think this is a very useful tool for informing the teacher about how the student has progressed through the unit, allows the teacher to understand the students learning style, overall attitude towards study, organisation of content etc. Formative assessment.

2 Activities and Worksheets __/5 __/5 __/5

The overall aim of these assessments is to test for students comprehension and understanding – Science Understanding • Elements, Compounds, Mixtures – Visual Particle Model Diagram – independent work – student will

complete a diagram worksheet to evaluate their understanding of particle arrangement differences between atoms, elements, compounds, mixtures, molecules. Students would have completed Atomic play doh activity prior to this assessment. This assessment will inform the teacher about students’ progress through the unit content and inform the students about how well they understood one of the core concepts in this unit. Formative assessment.

• Many Faces of Carbon – collaborative mini research race into carbon allotropes, completed and presented in 1 teaching period (75min). Presented by each group as a PowerPoint. Students will work in groups of 5; they will be given a brief with 5 Essential Questions that need to be addressed during their research. They choose a carbon allotrope (different across all groups) and compile a 5-minute PowerPoint presentation while they are collaboratively researching. Students will peer assess their challengers (according to a rubric). They will present their findings to the class. The idea behind this assessment is that students to do a quick on the spot research, work together to answer questions and present their findings to teach each other. The idea of peer assessment is for students to understand that scientists need to use objective factors for evaluation of work. Collaborative Inquiry Research.

• Structure of Atoms – PPT Quiz – students are shown a picture slide show of the atomic structure of elements and need to ascertain the element the picture represents, as well as drawing diagrams based on recognition of chemical symbols. Students should at this stage have a good understanding of some important elements in the periodic table and be able to describe these in terms of subatomic particles. This assessment will inform the teacher and the students about their level of comprehension of the topic. Formative assessment.

3 Reports and Experiments __/15 __/15

The practical components of this unit of work have been structured in a way that incorporates development of science inquiry skills by allowing students to extend and elaborate on theoretical topic content through application of their existing knowledge during hands on experiments – questioning, predicting, planning, conducting, analysing data/information, evaluating, communicating results and ideas whilst applying principles for scientific reporting. These practical assignments contain short discussion segments that allow students to conduct further research in areas of science as a human endeavour as well as establish ethical and safe working practices. • P 1.1 – Production and testing of gases – obtaining hydrogen a non metallic element (follow science

report template) • P 1.2 – Workplace Safety – discuss safety in the science lab and list guidelines (250w) • P 2.1 – Growing crystals – forming alum, a lattice compound (report, graph on growing, discussion) • P 2.2 – Investigate how scientists created new materials (250w)

4 Assignments __/10 __/15

A1 My Element Rules – PowerPoint (3-4 minutes) (see brief and rubric in attachment) A2 – Essay: Investigate a scientist who had an important impact on the development of the atomic model (life & achievements) and show how our understanding of atoms, elements and compounds is relevant to applications in everyday life e.g. medicine, electronics, construction (600w)

5 Tests __/20 __/50

Flipped quiz – Be the teacher! Formative assessment that allows the students to gage their understanding of the topics covered in this unit, it informs the teacher about students understanding and efficacy of teaching and learning activities. Unit Test – summative assessment

6

Homework Funny video on Elements, Compounds and Mixtures Funny video on Atomic Structure Students work on presentation and assignments

23

Your Science Results Summary – Name:

Feedback and Goals for the rest of the year:

Please note: the results below are raw scores only. Different weighting is given to individual tasks in the calculating the final semester grade. Please take this home and show your parents.

Date:

Chemical Journal Booklet _/10

Activities and Worksheets:

Elements, Compounds, Mixtures – Visual Particle Model Diagram

__/5

Many Faces of Carbon – collaborative mini research race into carbon allotropes, __/5

Structure of Atoms – PPT Quiz __/5

Reports and Experiments

P 1.1 – Production and testing of gases – obtaining hydrogen a non metallic element P 1.2 – Workplace Safety

__/15

P 2.1 – Growing crystals – forming alum, a lattice compound P 2.2 – Investigate how scientists created new materials

__/15

Assignments

A1 My Element Rules __/10

A2 – Essay: Investigate a scientist who had an important impact on the development of the atomic model and show how our understanding of atoms, elements and compounds is relevant to applications in everyday life.

__/15

Tests

Flipped Quiz __/20

Unit Test __/50

24

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Glossary of Terms – teacher notes Lesson plan 1-3 Term Definition Atom Basic building block of matter. The smallest object that maintains properties of an element. Composed of

electrons and a nucleus (containing protons and neutrons). Element A substance containing atoms that are all the same. A type of atom, e.g. iron, hydrogen etc. Molecule Two or more atoms joined together. They can be of the same element or of different elements. Compound A compound is a substance formed when two or more chemical elements are chemically bonded together

e.g.H2O Mixture A substance made by mixing other substances together. Pure substance Pure substances are defined as substances that are made of only one type of atom or only one type of

molecule (a group of atoms bonded together), and the measure of whether a substance is pure is known as purity.

Chemical change

Chemical change is any change that results in the formation of new chemical substances. At the molecular level, chemical change involves making or breaking of bonds between atoms.

Physical change

Physical change rearranges molecules but doesn't affect their internal structures –it takes place without any changes in molecular composition. The same element or compound is present before and after the change. The same molecule is present throughout the changes.

Chemical symbol A chemical symbol is a code for a chemical element – an abbreviation or short representation. It is usually derived from the name of the element, often in Latin. O – oxygen, H – hydrogen etc.

Chemical formula An expression, which states the number and type of atoms present in a molecule of a substance. O2 means there are 2 oxygen atoms present in the oxygen molecule. H2O means there are 2 hydrogen atoms and one oxygen atom present in this molecule/compound.

Periodic table An arrangement of the elements according to Atomic Number, chemical structure and chemical properties. Metals Elements found on the left hand side of the periodic table. They are usually solids, shiny, hard, malleable and

ductile. Nonmetals Elements found on the right hand side of the periodic table. They can be solid, liquid or gas. Metalloids A metalloid is a chemical element with properties in between, or that are a mixture of, those of metals and

nonmetals. There is no standard definition of a metalloid, nor is there complete agreement as to which elements are appropriately classified as such.

Chemical Property A chemical property is a property, characteristic or behaviour of a substance that is observed during a reaction in which the chemical composition or identity of the substance is changed – the substance undergoes a chemical change.

Physical Property Physical properties can be observed or measured without changing the composition of matter. Physical properties are used to observe and describe matter.

Malleability 1. Malleability is the ability of a metal to be hammered into thin sheets. Gold and silver are highly malleable. When a piece of hot iron is hammered it takes the shape of a sheet. The property is not seen in nonmetals.

Ductility Ductility is when a solid material stretches under tensile stress. If ductile, a material may be stretched into a wire.

Density DENSITY is a physical property of matter, as each element and compound has a unique density associated with it. Density defined in a qualitative manner as the measure of the relative "heaviness" of objects with a constant volume. Density may also refer to how closely "packed" or "crowded" the material appears to be. Example: A rock is obviously denser than a crumpled piece of paper of the same size. A styrofoam cup is less dense than a ceramic cup.

Other relevant vocab: Subatomic particle The particles that make up an atom. i.e. Protons, Neutrons and Electrons Proton A positively charged subatomic particle, found in the nucleus of the atom. The number of protons is what gives

an atom its Atomic Number. Neutron A neutral subatomic particle, also found in the nucleus of the atom. The sum of the number of protons and the

number of neutrons gives us the Mass Number of an atom. Electron A negatively charged subatomic particle, very fast and very tiny. Orbits the nucleus in a ‘cloud’ or ‘shell’. In a

neutral atom, the number of electrons equals the number of protons. Atomic number The number of protons in the nucleus of an atom.

Tells us what element it is. Determines the order of the element in the Periodic Table. Mass number The number of subatomic particles in the nucleus of an atom. I.e. sum of the protons and neutrons.

26

Glossary of Terms Term Definition

27

Chem. Journal Booklet Tasks What’s the Matter? – practical activity – classification of matter worksheet.

Classification of matter – PPT Quiz – this will inform you how well you understand the topic already.

Play-doh Atoms – practical activity – making models and drawing diagrams in worksheet.

Homework: Funny Clip on elements, compounds, mixtures – email your teacher, best & funniest video wins!

Melbourne Planetarium – Starlight – mini Quiz Challenge.

Elements, compounds, mixtures – visual particle model diagrams – independent work – assessment.

Periodic table – element classification: colour in areas as metals, nonmetals, metalloids.

Properties of elements – matching activity: cut up worksheet and match correctly with metal or nonmetal.

Practical Experiment P1: Testing production of gases – obtaining hydrogen – experiment worksheet.

P1.1 Experiment Report – use how to write a science report handout – assessment.

P1.2 Workplace Safety Report – discuss safety in the science lab and list guidelines – assessment.

Many Faces of Carbon – Collaborative Research Challenge – your will grade your challengers presentations.

It all about Compounds – Compound Lego – visual models activity and worksheet.

A1 My Element Rules – independent PPT presentation: choose one of the 96 natural elements – assessment.

Practical Experiment P2: Growing an alum crystal – a lattice compound – experiment worksheet.

P2.1 Experiment Report – use how to write a science report handout – assessment.

P2.2 Wonder Stuff: Crazy New Man-Made Materials that will Shape the Future! – assessment.

Structure of Atoms – modeling activity with diagram worksheet

Homework: Funny YouTube Clip on Atomic structure – email teacher – best and funniest wins!

Structure of Atoms – PPT Quiz – test your skills

A2 Famous Atomic Scientist – independent research, you may ask your teacher for ideas! – assessment

Flipped Quiz – Be the Teacher! – This will inform you about what you need to study for the test

Unit TEST – teach your dog what you know while you study (or a cat) and rock the test ! Good Luck!

Teacher Feedback:

28

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Lesson 1: Classification of matter – Teacher version

29

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Atomic Play- Doh

Atom Basic building block of matter. !e smallest object that maintains properties of an element. Represented by single sphere. Spheres of the same size and colour represent atoms of the same element.

Molecule Two or more atoms joined together. Represented by two or more spheres joined together. Can be atoms of the same elemets or of dif-ferent elements.

Element A substance containing atoms that are all the same. A type of atom, e.g. carbon, iron, hydrogen, nitrogen etc.

Compound A compound is a substance formed when two or more chemical ele-ments are chemically bonded together e.g. H2O, CO2

Mixture A substance made by mixing other substances together

1. Use play-doh (and tooth picks if required) to model the description in each diagram in the correct colour. Use the table and diagram above to help you. !en draw in a picture. You should draw more than one atom, molecule, etc. On the lines below indicate what is in the diagram – Atoms, Molecules of an Element, or Molecules of a Compound.

Elem

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H (hydrogen) H2 (hydrogen)

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35

Assignment 1 Brief – My Element Rules Be the teacher – teach the class! Your task is to research one of the 92 naturally occurring elements on Earth and report on your findings in an engaging PowerPoint presentation. Elements 1 through 92 (except for elements 43 and 61) occur naturally on Earth, although some are only present in extremely small quantities. The elements following uranium on the periodic table are only produced artificially. Your presentation must include the following:

• Short – no more that 4 minutes or 5-7 slides (+references) • Informative – presents information clearly and concisely • Well organised and presented • Interesting and capture the audience • Include pictures and diagrams • Include very small sections of text (titles, headings and subheadings, bullet points, quotes or some short

sentences are OK)

In your presentation you must consider the following: • Facts – Chemical symbol, atomic number, state of matter at room temperature, melting/boiling point • Its location in the periodic table • Chemical properties and appearance (bring a example if you have one at home) • Uses and applications of the element • Biological role and natural abundance of the element • Brief history of discovery • A curious fact.

Go to the following website and start your research: http://www.rsc.org/periodic-table. Choose an element of interest (out of 92 naturally occurring elements, and tell or email your teacher your choice – no two students can present on the same element, your teacher will advise you if the element is already taken. We will all learn from each other through this process. Tell your teacher when you’d like to present – you may choose from available times. You may use other sources but consider their origin and how valid they are, make a note what sources you used and include this at the end of your presentation. Do not use Wikipedia! I will know if you do!

I WILL BE PRESENTING ON:

Element: Day:_______________ Date:__________________

*Teacher recommendation: check this out – a fun useful resource!

http://www.buzzfeed.com/donnad/cartoon-elements-make-learning-the-periodic-table-fun#.dsgQEqwnA

36

MY ELEMENT RULES – PRESENTATION EVALUATION CHECKLIST

Student name: Assessment points: 1 = poor; 2 = fair; 3 = average; 4 = good; 5 = excellent

CRITERIA RATING COMMENTS

CONT

ENT

Essentials Are the essentials included? – Chemical symbol, atomic number, state of matter at room temperature, melting/boiling point.

Location on the periodic table Is it correct and shown on a visual diagram?

Chemical properties and appearance Are these included and well described?

Uses and applications Are these included and well described?

Biological role and natural abundance of the element Are these included and well described?

Brief history of discovery Are these included and well described?

A curious fact

PRES

ENTA

TION

Clear and concise Is the presentation informative? Does it present information clearly and concisely?

Format Is the presentation short? – No more than 4 minutes (+references)

Organisation Interesting and capture the audience? Is it well organised and presented?

Images and Diagrams Does the presentation include sufficient images and diagrams?

Text Is the text included short, relevant and appropriately complements the content?

EVIDENCE OF RESEARCH AND PERSONAL LEARNING Is there evidence of research and personal learning? Did the student include references?

FEEDBACK:

Score:

10

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und

colo

ur a

nd m

ovem

ent.

Rec

line

back

and

enj

oy a

n ho

ur o

f vi

sual

stim

ulat

ion

of a

n aw

e-in

spiri

ng a

stro

nom

ical

bea

uty.

Bec

ome

a pa

rt of

a m

ovie

at t

he th

ird la

rges

t the

atre

aud

itoriu

m in

th

e w

orld

, and

imm

erse

you

rsel

f in

an o

verw

helm

ing

expe

rienc

e on

its

32

met

re g

iant

scr

een.

Com

plet

e in

3D

! The

eng

inee

ring

geni

us

behi

nd th

e co

nstru

ctio

n of

a th

eatre

suc

h as

this

cou

pled

by

the

cine

mat

ic s

kill

of th

e fe

atur

e its

elf i

s de

finite

ly w

orth

a G

O.

Sur

roun

d yo

urse

lf by

an

intim

ate

expe

rienc

e of

the

spac

e, s

tars

, pl

anet

s, g

alax

ies

and

mor

e at

the

Sw

inbu

rne

Uni

vers

ity’s

Cen

tre

for A

stro

phys

ics

and

Sup

erco

mpu

ting.

Exp

erie

nce

an

astro

nom

ical

virt

ual r

ealit

y w

hile

you

imm

erse

you

rsel

f in

educ

atio

nal a

nd e

nter

tain

ing

anim

atio

ns a

nd s

imul

atio

ns p

rodu

ced

in-h

ouse

, hos

ted

by a

pro

fess

iona

l ast

rono

mer

. Thi

s pl

ace

real

ly

feel

s lik

e yo

u ar

e in

spa

ce!

Ove

rvie

w

Mel

bour

ne P

lane

tariu

m o

ffers

a ra

nge

astro

nom

ical

feat

ures

that

ca

ter f

or v

ario

us a

ge g

roup

s fro

m p

rimar

y to

sec

onda

ry to

pub

lic.

The

guid

ed 4

5-m

inut

e se

ssio

n is

info

rmat

ive,

vis

ually

stim

ulat

ing

and

enga

ging

. Pra

ctic

al in

tera

ctiv

e w

alk

thro

ugh

the

nigh

t sky

ex

plai

ns c

onst

ella

tions

and

pla

nets

vis

ible

at t

he ti

me

of v

iew

ing,

as

wel

l as

prov

ides

an

over

view

of l

ates

t ast

rono

mic

al e

vent

s an

d fe

ats

of h

uman

end

eavo

ur a

nd e

xplo

ratio

n in

spa

ce. T

he

plan

etar

ium

foye

r hos

ts a

ser

ies

of p

erm

anen

t and

tem

pora

ry

visu

al m

odel

s an

d di

spla

ys.

IMA

X m

ovie

s ar

e de

sign

ed to

edu

cate

and

enl

ight

en a

s m

uch

as

they

are

to e

nter

tain

. The

y pr

esen

t new

, rel

evan

t kno

wle

dge

thro

ugh

a po

wer

ful p

opul

ar m

ediu

m a

nd n

o do

ubt w

ill in

spire

th

ough

tful a

nd li

vely

cla

ssro

om d

iscu

ssio

ns. T

he m

ovie

sel

ectio

n ra

nges

from

fict

ion

such

as

sci-f

i and

Dis

ney

prod

uctio

ns to

non

-fic

tion

of h

isto

rical

and

soc

ial c

onte

nt, n

atur

e &

env

ironm

ent t

o as

trono

my

and

spac

e, m

ost n

otab

ly h

ighl

ight

ing

scie

nce

as a

hu

man

end

eavo

ur. T

he fe

atur

es a

ttrac

t an

audi

ence

from

you

ng

child

ren

to a

dults

. The

adj

acen

t Mel

bour

ne M

useu

m m

akes

IMA

X

an a

ttrac

tive

addi

tion

to a

full

day’

s of

lear

ning

and

exp

lorin

g.

The

Cen

tre fo

r Ast

roph

ysic

s an

d S

uper

com

putin

g is

ded

icat

ed to

in

spiri

ng a

fasc

inat

ion

with

the

Uni

vers

e th

roug

h re

sear

ch a

nd

educ

atio

n. It

s fe

atur

es a

nd a

ctiv

ities

are

gea

red

tow

ards

mot

ivat

ing

and

exci

ting

child

ren

and

youn

g ad

ults

abo

ut s

cien

ce a

s a

care

er

poss

ibili

ty. E

ach

year

, ove

r 150

,000

peo

ple

wor

ldw

ide

see

both

the

scie

nce

and

non-

scie

nce

cont

ent o

f the

Sw

inbu

rne

Uni

vers

ity’s

O

utre

ach

prog

ram

. Exp

erts

in s

cien

ce c

omm

unic

atio

n an

d ad

vanc

ed d

ispl

ays

at A

stro

Tour

can

des

ign

a st

ereo

grap

hic

thea

tre

expe

rienc

e an

d/or

a c

onte

nt p

acka

ge to

sui

t you

r spe

cific

re

quire

men

ts o

f you

r cla

ss. T

he c

entre

als

o m

eets

a d

eman

d fo

r a

grow

ing

publ

ic in

tere

st in

ast

rono

my,

giv

ing

free

publ

ic le

ctur

es a

nd

chan

ces

to in

tera

ct w

ith re

al li

fe a

stro

nom

ers.

Feat

ure

Star

light

(28

min

) St

ars

and

Con

stel

latio

ns (1

0 m

in)

Mon

th h

ighl

ight

s (5

min

) 20

14 D

avid

Mal

in A

war

ds –

Win

ning

sky

pho

togr

aphs

Jour

ney

to S

pace

3D

(40

min

)

Inte

ract

ive

Sola

r Sys

tem

and

bey

ond

Eart

h, M

oon,

Sun

D

etec

tive

– an

ani

mat

ed p

robl

em s

olvi

ng ‘c

ase

from

out

er

spac

e’ a

dven

ture

B

igge

r Tha

n B

ig –

a jo

urne

y to

the

far r

each

es o

f the

vis

ible

un

iver

se

R

evie

w

Sta

rligh

t –

a fa

ntas

tic a

rtist

ical

ly b

rillia

nt a

nim

ated

feat

ure

that

ta

kes

the

view

er o

n an

ast

rono

mic

al jo

urne

y of

dis

cove

ry –

of s

tars

an

d co

nste

llatio

ns, o

f the

nig

ht s

ky th

roug

h th

e ey

es o

f anc

ient

cu

lture

s, o

f stu

nnin

g su

pern

ovae

exp

losi

ons

and

stel

lar n

urse

ries

whe

re n

ew s

tars

are

bor

n fo

rm c

olla

psin

g ga

seou

s cl

ouds

. It

com

preh

ensi

vely

exp

lain

s th

e lif

e cy

cle

of a

sta

r and

the

inne

r w

orki

ngs

of o

ur s

un fr

om b

oth

phys

ical

and

che

mic

al p

ersp

ectiv

es.

It is

sui

tabl

e fo

r a ra

nge

of a

ge g

roup

s du

e to

bei

ng h

ighl

y vi

sual

, al

thou

gh th

e co

nten

t is

pitc

hed

at s

econ

dary

sch

ool s

tude

nts

and

adul

ts. I

t is

follo

wed

by

an in

tera

ctiv

e pr

esen

tatio

n of

the

curr

ent

nigh

t sky

and

late

st u

pdat

es o

n N

AS

A’s

spa

ce e

ndea

vors

. Hig

hly

reco

mm

ende

d to

atte

nd o

n re

gula

r bas

is to

all

aspi

ring

scie

nce

teac

hers

, stu

dent

s, th

e pu

blic

or a

nyon

e in

tere

sted

in le

arni

ng

abou

t ast

rono

my.

Abs

olut

ely

love

d th

e sh

ow!

Jour

ney

to S

pace

– a

n in

spira

tiona

l fea

ture

that

is a

trib

ute

to o

ne

of th

e pi

nnac

les

of s

cien

ce a

nd e

ngin

eerin

g in

our

que

st fo

r kn

owle

dge

and

unde

rsta

ndin

g, c

urio

sity

abo

ut w

ho w

e ar

e an

d w

here

we

com

e fro

m. I

t far

ewel

ls th

e la

st 3

0 ye

ars

of s

pace

shu

ttle

mis

sion

s, c

eleb

rate

s th

e co

llabo

rativ

e ef

forts

of t

he s

pace

shu

ttle

orbi

ter p

rogr

am a

nd IS

S, a

nd s

how

case

s th

e la

test

rese

arch

that

w

as o

nce

rega

rded

as

scie

nce

fictio

n –

plan

s of

NA

SA

and

the

spac

e ex

plor

atio

n co

mm

unity

to v

entu

re in

to o

uter

spa

ce, a

nd

ultim

atel

y to

col

onis

e M

ars.

The

feat

ure

mak

es o

ne p

onde

r abo

ut

the

inge

nuity

of h

uman

inte

llige

nce

and

abou

t wha

t the

futu

re h

olds

fo

r man

kind

. It e

xam

ines

and

dis

cuss

es th

e m

yria

d of

phy

sica

l, ps

ycho

logi

cal,

tech

nolo

gica

l and

oth

er c

halle

nges

that

hum

ans

face

and

will

hav

e to

ove

rcom

e in

suc

h la

rge

leap

s as

exp

lorin

g an

d co

loni

sing

oth

er c

eles

tial b

odie

s. It

wou

ld b

e be

st c

oupl

ed a

s a

tour

of t

he th

eate

r and

exp

lora

tion

of th

e vi

sual

, sou

nd a

nd

cine

mat

ic e

ngin

eerin

g ac

hiev

emen

ts, a

s w

ell a

s w

ith a

tour

of t

he

Mel

bour

ne M

useu

m o

r with

oth

er e

xcur

sion

par

tner

s.

As

you

arriv

e at

the

intim

ate

55 s

eat I

MA

X a

udito

rium

, put

on

your

3

D g

lass

es a

nd a

re g

reet

ed b

y an

ast

roph

ysic

ist r

eady

to a

nsw

er

all y

our q

uest

ions

, thi

s pl

ace

real

ly g

ets

the

scie

nce

juic

es fl

owin

g.

He/

she

talk

s ab

out t

he h

ardw

are

fit o

ut th

at d

eliv

ers

this

uni

que

3D

expe

rienc

e to

giv

e yo

u a

bette

r und

erst

andi

ng o

f the

min

d-bl

owin

g te

chno

logy

beh

ind

the

mak

ings

of t

he s

oftw

are,

vis

uals

and

sou

nd.

All

feat

ures

are

mad

e in

-hou

se a

nd s

uppo

rted

by re

sear

ch o

f the

be

st in

thei

r fie

ld to

info

rm m

otiv

ate

and

insp

ire th

e vi

ewer

. The

A

stro

tour

team

cho

se a

yea

r-sp

ecifi

c se

lect

ion

of s

cien

ce a

nd n

on-

scie

nce

cont

ent (

in li

ne w

ith th

e A

usV

ELS

cur

ricul

um),

whi

ch

rang

ed fr

om a

nim

ated

film

s to

virt

ual s

imul

ator

s. T

ypic

ally

onl

y av

aila

ble

for s

choo

l gro

ups

and

larg

e bo

okin

gs, t

his

cent

re is

ope

n to

pub

lic o

ver t

he c

omin

g E

aste

r hol

iday

s. H

ighl

y re

com

men

ded

for

the

scie

nce

clas

sroo

m o

r an

astro

nom

y en

thus

iast

.

Rat

ing

38

VE

NU

E

Com

pari

son

crite

ria

Mel

bour

ne P

lane

tari

um –

Sci

ence

wor

ks

IMA

X –

Mel

bour

ne M

useu

m

Ast

roTo

ur –

Sw

inbu

rne

Uni

vers

ity

Age

gro

up

suita

bilit

y A

ge s

peci

fic s

uita

bilit

y of

re

view

ed fe

atur

e (A

usV

ELS

); ov

eral

l age

su

itabi

lity

of p

rogr

ams

and

show

s on

offe

r at

the

venu

e.

Sta

rligh

t – Y

ear 7

-10

Th

e P

lane

tariu

m ru

ns o

ne d

aily

sho

w w

ith h

ourly

sho

w o

n w

eeke

nds

and

durin

g pu

blic

hol

iday

s. T

hese

are

sui

tabl

e fo

r the

ge

nera

l pub

lic, f

rom

you

ng c

hild

ren

to a

dults

, or a

nyon

e w

ith a

ke

en in

tere

st in

ast

rono

my.

The

Pla

neta

rium

als

o of

fers

a w

ide

rang

e of

age

or c

onte

nt s

peci

fic e

duca

tiona

l pac

kage

s ta

rget

ed

at b

oth

teac

hers

and

stu

dent

s in

prim

ary

and

seco

ndar

y ye

ars,

as

wel

l as

spec

ialis

ed V

CE

pro

gram

s w

ithou

t the

pre

requ

isite

of

high

leve

l of k

now

ledg

e co

nten

t, un

ders

tand

ing

and

tech

nolo

gica

l inv

olve

men

t.

Jour

ney

to S

pace

– Y

ear 1

0 A

sel

ectio

n of

IMA

X fe

atur

es ru

n da

ily a

nd ty

pica

lly c

ater

s fo

r a

rang

e of

aud

ienc

es in

its

sele

ctio

n of

con

tent

. Sev

eral

ses

sion

s ar

e av

aila

ble.

Thr

ee fe

atur

es a

re c

urre

ntly

bei

ng o

ffere

d by

IMA

X

Mel

bour

ne –

The

new

ly re

leas

ed J

ourn

ey to

Spa

ce th

at c

ater

s to

se

cond

ary

stud

ents

and

adu

lts a

like,

Dis

ney’

s C

inde

rella

for t

he

youn

gest

vie

wer

s an

d R

ocky

Mou

ntai

n E

xpre

ss fo

r tho

se

wan

ting

to u

nder

stan

d th

e hi

stor

ical

con

text

of w

hat s

eem

ed a

s an

impo

ssib

le fe

at o

f hum

an e

ngin

eerin

g at

the

time

of it

s m

akin

g.

Sel

ectio

n of

feat

ures

spe

cific

for Y

ear 7

Ast

rono

my

stud

ents

A

stro

Tour

ses

sion

s ar

e ty

pica

lly ta

ilor m

ade

to c

ater

for a

sp

ecifi

c ag

e gr

oup

and

alig

n w

ith th

e A

usV

ELS

cur

ricul

um –

pr

imar

y, s

econ

dary

, VC

E –

con

tent

is s

elec

ted

from

a w

ide

rang

e of

in-h

ouse

mov

ie p

rodu

ctio

ns a

nd c

ompu

ter s

imul

atio

ns

that

can

be

easi

ly m

odifi

ed b

y ad

just

ing

the

com

plex

ity le

vel o

f th

e pr

esen

tatio

n an

d ap

prop

riatin

g th

e sc

ient

ific

lingo

and

bre

ath

of in

form

atio

n to

spe

cific

yea

r lev

els.

Pri

or k

now

ledg

e E

valu

atio

n of

nec

essa

ry

prio

r kno

wle

dge

and

suita

bilit

y of

the

feat

ure

in re

latio

n to

Aus

VE

LS.

Prio

r kno

wle

dge

rela

ting

to th

e to

pic

cont

ent w

ould

be

bene

ficia

l bu

t is

not n

eces

sary

. The

Sta

rligh

t sho

w w

ould

be

exce

llent

as

a st

anda

lone

intro

duct

ion

into

a u

nit o

f wor

k e.

g. Y

ear 7

or Y

ear 1

0 E

arth

and

Spa

ce S

cien

ces

– th

e st

udy

of s

tars

or a

s a

com

plem

enta

ry e

xcur

sion

for c

hem

ical

sci

ence

s un

its in

yea

r 8 &

9.

Prio

r kno

wle

dge

in th

e hi

stor

y of

hum

an e

xplo

ratio

n of

spa

ce

wou

ld b

e be

nefic

ial b

ut is

not

nec

essa

ry. T

he J

ourn

ey to

Spa

ce

feat

ure

wou

ld fi

t in

perfe

ctly

as

an e

xplo

ratio

n of

Sci

ence

as

a H

uman

End

eavo

ur in

the

Yea

r 10

Ear

th a

nd S

pace

sci

ence

s cu

rric

ulum

.

Prio

r kno

wle

dge

rela

ting

to th

e to

pic

cont

ent w

ould

be

bene

ficia

l bu

t is

not n

eces

sary

. The

Ast

roTo

ur s

how

wou

ld b

e ex

celle

nt a

s an

intro

duct

ion

into

a u

nit o

f wor

k or

in o

rder

to a

sses

s re

vise

an

d so

lidify

kno

wle

dge

as w

ell a

s to

exp

lore

and

exp

lain

rele

vant

co

ncep

ts fu

rther

via

an

imm

ersi

ve 3

D v

irtua

l ast

ro-r

ealit

y.

Res

ourc

es

Ava

ilabi

lity

of fe

atur

e-sp

ecifi

c ed

ucat

iona

l re

sour

ces

and

mat

eria

ls; o

vera

ll av

aila

bilit

y of

reso

urce

s an

d lin

ks to

ext

erna

l so

urce

s su

pplie

d by

the

venu

e.

Sta

rligh

t fea

ture

com

es w

ith ‘T

he S

tars

’ Pla

neta

rium

edu

catio

n ki

t (av

aila

ble

onlin

e) w

hich

con

tain

s 20

det

aile

d to

pic

rela

ted

activ

ities

, acc

ompa

nied

by

wor

kshe

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Sys

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ight

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ig B

ang

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f col

lidin

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laxi

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lack

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this

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l Sub

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t fac

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ility

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choo

ls fr

om p

artic

ipat

ion,

alth

ough

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coup

led

with

one

of t

he p

artn

er e

xcur

sion

pro

gram

s, it

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wel

l co

mpl

emen

t lea

rnin

g ob

ject

ives

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out

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es.

$8.8

0 pe

r stu

dent

Cap

acity

12

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Tran

spor

t S

cien

ce w

orks

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pris

es a

larg

e ca

r par

k su

itabl

e fo

r sm

all

pass

enge

r veh

icle

s, d

rop

off o

nly

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bays

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Bus

s pa

rkin

g is

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e, h

owev

er a

mpl

e bu

s dr

op o

ff ba

ys

are

acce

ssib

le fr

om R

athd

owne

St.

Pas

seng

er v

ehic

le p

arki

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aila

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e M

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Bus

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p st

uden

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ff at

nea

rby

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nfer

rie R

d,

Par

k S

t., W

illia

m S

t. or

Bur

woo

d R

d.

Faci

litie

s:

Toile

ts –

Yes

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od –

Yes

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rpriz

ed C

afé

with

a p

oor s

elec

tion.

To

ilets

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es.

Food

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es. O

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Mel

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. Caf

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ith re

ason

able

pric

es a

vaila

ble

acro

ss th

e fo

yer,

with

in th

e bu

ildin

g.

39

Com

paris

on C

riter

ia –

Cur

ricul

um re

leva

nce

– A

usV

ELS

rele

vanc

e of

revi

ewed

feat

ure

& s

essi

on c

onte

nt

Melbourne!Planetarium

!–!Scienceworks!

IMAX!–!Melbourne!Museum!

AstroTour!–!Sw

inburne!!

Sta

rlig

ht, S

tars

and

Con

stel

latio

ns, M

onth

Hig

hlig

hts

Jour

ney

to S

pace

3D

In

tera

ctiv

e S

olar

Sys

tem

; E

arth

, Moo

n, S

un; D

etec

tives

; B

igge

r th

an B

ig

The

show

is s

uita

ble

for Y

ear 7

-10;

it s

atis

fies

achi

evem

ent s

tand

ards

for t

he fo

llow

ing:

Ear

th a

nd S

pace

Sci

ence

s Le

vels

7 &

10,

C

hem

ical

Sci

ence

Lev

els

8, 9

, 10

and

Phy

sica

l Sci

ence

Lev

els

7-10

. S

cien

ce U

nder

stan

ding

: Y

ear

7 E

arth

and

Spa

ce s

cien

ces:

•

Pre

dict

able

phe

nom

ena

on E

arth

, inc

ludi

ng s

easo

ns a

nd e

clip

ses,

are

cau

sed

by th

e re

lativ

e po

sitio

ns o

f the

sun

, Ear

th a

nd th

e m

oon

(AC

SS

U11

5)

Phy

sica

l Sci

ence

s:

• E

arth

’s g

ravi

ty p

ulls

obj

ects

tow

ards

the

cent

re o

f the

Ear

th (A

CS

SU

118)

Y

ear

8

Che

mic

al S

cien

ces:

•

The

prop

ertie

s of

the

diffe

rent

sta

tes

of m

atte

r can

be

expl

aine

d in

term

s of

the

mot

ion

and

arra

ngem

ent o

f par

ticle

s (A

CS

SU

151)

•

Diff

eren

ces

betw

een

elem

ents

, com

poun

ds a

nd m

ixtu

res

can

be d

escr

ibed

at a

par

ticle

leve

l (A

CS

SU

152)

•

Che

mic

al c

hang

e in

volv

es s

ubst

ance

s re

actin

g to

form

new

sub

stan

ces

(AC

SS

U22

5)

Phy

sica

l Sci

ence

s:

• E

nerg

y ap

pear

s in

diff

eren

t for

ms

incl

udin

g m

ovem

ent (

kine

tic e

nerg

y), h

eat a

nd p

oten

tial e

nerg

y, a

nd c

ause

s ch

ange

with

in s

yste

ms

(AC

SS

U15

5)

Yea

r 9

C

hem

ical

Sci

ence

s:

• A

ll m

atte

r is

mad

e of

ato

ms

whi

ch a

re c

ompo

sed

of p

roto

ns, n

eutro

ns a

nd e

lect

rons

; nat

ural

radi

oact

ivity

aris

es fr

om th

e de

cay

of

nucl

ei in

ato

ms

(AC

SS

U17

7)

• C

hem

ical

reac

tions

invo

lve

rear

rang

ing

atom

s to

form

new

sub

stan

ces;

dur

ing

a ch

emic

al re

actio

n m

ass

is n

ot c

reat

ed o

r des

troye

d (A

CS

SU

178)

P

hysi

cal S

cien

ces:

•

Ene

rgy

trans

fer t

hrou

gh d

iffer

ent m

ediu

ms

can

be e

xpla

ined

usi

ng w

ave

and

parti

cle

mod

els

(AC

SS

U18

2)

Y

ear

10

Che

mic

al S

cien

ces:

•

The

atom

ic s

truct

ure

and

prop

ertie

s of

ele

men

ts a

re u

sed

to o

rgan

ise

them

in th

e P

erio

dic

Tabl

e (A

CS

SU

186)

•

Diff

eren

t typ

es o

f che

mic

al re

actio

ns a

re u

sed

to p

rodu

ce a

rang

e of

pro

duct

s an

d ca

n oc

cur a

t diff

eren

t rat

es (A

CS

SU

187)

E

arth

and

Spa

ce S

cien

ces:

•

The

univ

erse

con

tain

s fe

atur

es in

clud

ing

gala

xies

, sta

rs a

nd s

olar

sys

tem

s an

d th

e B

ig B

ang

theo

ry c

an b

e us

ed to

exp

lain

the

orig

in o

f th

e un

iver

se (A

CS

SU

188)

P

hysi

cal S

cien

ces

• E

nerg

y co

nser

vatio

n in

a s

yste

m c

an b

e ex

plai

ned

by d

escr

ibin

g en

ergy

tran

sfer

s an

d tra

nsfo

rmat

ions

(AC

SS

U19

0)

• Th

e m

otio

n of

obj

ects

can

be

desc

ribed

and

pre

dict

ed u

sing

the

law

s of

phy

sics

(AC

SS

U22

9)

Sci

ence

as

a H

uman

End

eavo

ur:

Yea

r 7/

8 –

Nat

ure

and

deve

lopm

ent o

f sci

ence

•

Sci

entif

ic k

now

ledg

e ch

ange

s as

new

evi

denc

e be

com

es a

vaila

ble,

and

som

e sc

ient

ific

disc

over

ies

have

sig

nific

antly

cha

nged

peo

ple’

s un

ders

tand

ing

of th

e w

orld

(AC

SH

E11

9)

Y

ear

9/10

– N

atur

e an

d de

velo

pmen

t of s

cien

ce

• S

cien

tific

und

erst

andi

ng, i

nclu

ding

mod

els

and

theo

ries,

are

con

test

able

and

are

refin

ed o

ver t

ime

thro

ugh

a pr

oces

s of

revi

ew b

y th

e sc

ient

ific

com

mun

ity (A

CS

HE

191)

•

Adv

ance

s in

sci

entif

ic u

nder

stan

ding

ofte

n re

ly o

n de

velo

pmen

ts in

tech

nolo

gy a

nd te

chno

logi

cal a

dvan

ces

are

ofte

n lin

ked

to s

cien

tific

di

scov

erie

s (A

CS

HE

158)

Y

ear

9/10

– U

se a

nd in

fluen

ce o

f sci

ence

•

Peo

ple

can

use

scie

ntifi

c kn

owle

dge

to e

valu

ate

whe

ther

they

sho

uld

acce

pt c

laim

s, e

xpla

natio

ns o

r pre

dict

ions

(AC

SH

E16

0)

• A

dvan

ces

in s

cien

ce a

nd e

mer

ging

sci

ence

s an

d te

chno

logi

es c

an s

igni

fican

tly a

ffect

peo

ple’

s liv

es, i

nclu

ding

gen

erat

ing

new

car

eer

oppo

rtuni

ties

(AC

SH

E16

1)

• Th

e va

lues

and

nee

ds o

f con

tem

pora

ry s

ocie

ty c

an in

fluen

ce th

e fo

cus

of s

cien

tific

rese

arch

(AC

SH

E22

8)

Sci

ence

Inqu

iry

Ski

lls:

‘The

Sta

rs’ k

it ac

tiviti

es p

rovi

ded

by M

elbo

urne

Pla

neta

rium

to c

ompl

emen

t the

Sta

rligh

t fea

ture

lend

them

selv

es to

the

expl

orat

ion

of

scie

ntifi

c pr

oces

ses

and

way

s of

thin

king

and

are

sui

tabl

e fo

r Yea

r 7-1

0.

The

show

is la

rgel

y ge

ared

tow

ards

und

erst

andi

ng o

f Sci

ence

as

a H

uman

End

eavo

ur a

nd w

ould

be

mos

t sui

ted

to Y

ear 7

-10

stud

ents

. S

cien

ce a

s a

Hum

an E

ndea

vour

: Y

ear

7/8

– N

atur

e an

d de

velo

pmen

t of s

cien

ce

• S

cien

tific

kno

wle

dge

chan

ges

as n

ew e

vide

nce

beco

mes

av

aila

ble,

and

som

e sc

ient

ific

disc

over

ies

have

sig

nific

antly

ch

ange

d pe

ople

’s u

nder

stan

ding

of t

he w

orld

(AC

SH

E11

9)

• S

cien

ce k

now

ledg

e ca

n de

velo

p th

roug

h co

llabo

ratio

n an

d co

nnec

ting

idea

s ac

ross

the

disc

iplin

es o

f sci

ence

(A

CS

HE

226)

Y

ear

7/8

– U

se a

nd in

fluen

ce o

f sci

ence

•

Sci

ence

and

tech

nolo

gy c

ontri

bute

to fi

ndin

g so

lutio

ns to

a

rang

e of

con

tem

pora

ry is

sues

; the

se s

olut

ions

may

impa

ct o

n ot

her a

reas

of s

ocie

ty a

nd in

volv

e et

hica

l con

side

ratio

ns

(AC

SH

E13

5)

• S

cien

ce u

nder

stan

ding

influ

ence

s th

e de

velo

pmen

t of

prac

tices

in a

reas

of h

uman

act

ivity

suc

h as

indu

stry

, ag

ricul

ture

and

mar

ine

and

terr

estri

al re

sour

ce m

anag

emen

t (A

CS

HE

136)

•

Peo

ple

use

unde

rsta

ndin

g an

d sk

ills

from

acr

oss

the

disc

iplin

es o

f sci

ence

in th

eir o

ccup

atio

ns (A

CS

HE

227)

Sci

ence

as

a H

uman

End

eavo

ur:

Yea

r 9/

10 –

Nat

ure

and

deve

lopm

ent o

f sci

ence

•

Sci

entif

ic u

nder

stan

ding

, inc

ludi

ng m

odel

s an

d th

eorie

s, a

re

cont

esta

ble

and

are

refin

ed o

ver t

ime

thro

ugh

a pr

oces

s of

re

view

by

the

scie

ntifi

c co

mm

unity

(AC

SH

E19

1)

• A

dvan

ces

in s

cien

tific

und

erst

andi

ng o

ften

rely

on

deve

lopm

ents

in te

chno

logy

and

tech

nolo

gica

l adv

ance

s ar

e of

ten

linke

d to

sci

entif

ic d

isco

verie

s (A

CS

HE

158)

Yea

r 9/

10 –

Use

and

influ

ence

of s

cien

ce

• P

eopl

e ca

n us

e sc

ient

ific

know

ledg

e to

eva

luat

e w

heth

er th

ey

shou

ld a

ccep

t cla

ims,

exp

lana

tions

or p

redi

ctio

ns

(AC

SH

E16

0)

• A

dvan

ces

in s

cien

ce a

nd e

mer

ging

sci

ence

s an

d te

chno

logi

es

can

sign

ifica

ntly

affe

ct p

eopl

e’s

lives

, inc

ludi

ng g

ener

atin

g ne

w c

aree

r opp

ortu

nitie

s (A

CS

HE

161)

•

The

valu

es a

nd n

eeds

of c

onte

mpo

rary

soc

iety

can

influ

ence

th

e fo

cus

of s

cien

tific

rese

arch

(AC

SH

E22

8)

Sci

ence

Inqu

iry

Ski

lls:

Unf

ortu

nate

ly, t

he fe

atur

e is

not

sup

porte

d by

edu

catio

nal

mat

eria

ls th

at w

ould

mak

e pr

actic

al u

se o

f its

con

tent

s in

the

clas

sroo

m. T

here

is p

oten

tial f

or te

ache

r-de

velo

ped

reso

urce

s to

co

mpl

emen

t thi

s fe

atur

e an

d fo

r it t

o al

ign

it w

ith m

any

area

s of

S

cien

ce In

quiry

Ski

lls o

f the

Aus

VE

LS c

urric

ulum

. It s

houl

d be

no

ted

thes

e w

ill re

quire

car

eful

pla

nnin

g an

d co

nsid

erat

ion

and

may

requ

ire re

sour

ces

not a

vaila

ble

in a

sta

ndar

d sc

ienc

e la

b.

Som

e in

quiry

topi

cs c

ould

incl

ude:

how

thin

gs b

ehav

e in

the

vacu

um o

f spa

ce, g

row

ing

plan

ts in

spa

ce, t

he im

porta

nce

of

exer

cise

for A

stro

naut

s, w

alki

ng o

n th

e su

rface

of M

ars.

This

sho

w w

as s

tream

lined

to c

ater

to a

sp

ecifi

c ye

ar le

vel a

nd to

pic

cont

ent.

Sci

ence

Und

erst

andi

ng:

Yea

r 7

Ear

th a

nd S

pace

sci

ence

s:

• P

redi

ctab

le p

heno

men

a on

Ear

th,

incl

udin

g se

ason

s an

d ec

lipse

s, a

re

caus

ed b

y th

e re

lativ

e po

sitio

ns o

f the

su

n, E

arth

and

the

moo

n (A

CS

SU

115)

P

hysi

cal S

cien

ces:

•

Ear

th’s

gra

vity

pul

ls o

bjec

ts to

war

ds th

e ce

ntre

of t

he E

arth

(AC

SS

U11

8)

Sci

ence

as

a H

uman

End

eavo

ur:

Yea

r 7/

8 –

Nat

ure

and

deve

lopm

ent o

f sc

ienc

e •

Sci

entif

ic k

now

ledg

e ch

ange

s as

new

ev

iden

ce b

ecom

es a

vaila

ble,

and

som

e sc

ient

ific

disc

over

ies

have

sig

nific

antly

ch

ange

d pe

ople

’s u

nder

stan

ding

of t

he

wor

ld (A

CS

HE

119)

•

Sci

ence

kno

wle

dge

can

deve

lop

thro

ugh

colla

bora

tion

and

conn

ectin

g id

eas

acro

ss th

e di

scip

lines

of s

cien

ce

(AC

SH

E22

6)

Yea

r 7/

8 –

Use

and

influ

ence

of s

cien

ce

• P

eopl

e us

e un

ders

tand

ing

and

skill

s fro

m a

cros

s th

e di

scip

lines

of s

cien

ce in

th

eir o

ccup

atio

ns (A

CS

HE

227)

S

cien

ce In

quir

y S

kills

: Th

e co

nten

t of t

his

sess

ion

has

been

ca

refu

lly s

elec

ted

to s

uit a

who

le u

nit o

f w

ork

on A

stro

nom

y. T

he s

tude

nts

will

fu

rther

eng

age

with

the

big

idea

s pr

esen

ted

durin

g th

is s

essi

on v

ia q

uest

ioni

ng a

nd

pred

ictin

g re

sults

, pla

nnin

g an

d co

nduc

ting

expe

rimen

ts, v

ia c

lass

room

dis

cuss

ions

, ga

ther

ing

proc

essi

ng a

nd a

naly

sing

dat

a an

d in

form

atio

n, e

valu

atin

g an

d co

mm

unic

atin

g th

eir k

now

ledg

e an

d un

ders

tand

ing.

! ! ! !

40

Elements, Compounds and Mixtures NAME ________________

2 Each picture below is one of the following: ELEMENT (E) COMPOUND (C) MIXTURE of ELEMENTS (ME)

MIXTURE of COMPOUNDS (MC) MIXTURE of ELEMENTS and

COMPOUNDS (MEC) Directions: Correctly label each picture for what it is representing.

Remember, each shape symbolizes an element. If two different elements are connected, then that object symbolizes a compound. 1. ____ 2. ____ 3. ____

4. ____ 5. ____ 6. ____

7. ____ 8. ____ 9. ____

Copyright © 2013 Travis Terry

41

ELEMENT (E) COMPOUND (C) MIXTURE of ELEMENTS (ME)

MIXTURE of COMPOUNDS (MC) MIXTURE of ELEMENTS and

COMPOUNDS (MEC)

13. ____ 14. ____ 15. ____

16. ____ 17. ____ 18. ____

19. ____ 20. ____ 21. ____

10. ____ 11. ____ 12. ____

Copyright © 2013 Travis Terry

42

Elements, Compounds and Mixtures NAME ________________

2 Each picture below is one of the following: ELEMENT (E) COMPOUND (C) MIXTURE of ELEMENTS (ME)

MIXTURE of COMPOUNDS (MC) MIXTURE of ELEMENTS and

COMPOUNDS (MEC) Directions: Correctly label each picture for what it is representing.

Remember, each shape symbolizes an element. If two different elements are connected, then that object symbolizes a compound. 1. _____ 2. _____ 3. _____

4. _____ 5. _____ 6. _____

7. _____ 8. _____ 9. _____

Copyright © 2013 Travis Terry

C MEC C

ME E MC

E MEC E

KEY

43

ELEMENT (E) COMPOUND (C) MIXTURE of ELEMENTS (ME)

MIXTURE of COMPOUNDS (MC) MIXTURE of ELEMENTS and

COMPOUNDS (MEC)

13. _____ 14. _____ 15. _____

16. _____ 17. _____ 18. _____

19. _____ 20. _____ 21. _____

10. _____ 11. _____ 12. _____

Copyright © 2013 Travis Terry

E C MEC

ME MC E

ME C MC

C MEC E

44

H

hydr

ogen

He

heliu

m

Li

lithi

um

Be

bery

llium

B

boro

n C

ca

rbon

N

ni

troge

n O

ox

ygen

F

fluor

ine

Ne

neon

Na

sodi

um

Mg

mag

nesi

um

Al

alum

iniu

m

Si

silic

on

P

phos

phor

us

S

sulfu

r C

l ch

lorin

e A

r ar

gon

K

pota

ssiu

m

Ca

calc

ium

Sc

scan

dium

Ti

tit

aniu

m

V

vana

dium

C

r ch

rom

ium

Mn

man

gane

se

Fe

iron

Co

coba

lt N

i ni

ckel

Cu

copp

er

Zn

zinc

G

a ga

llium

G

e ge

rman

ium

As

arse

nic

Se

sele

nium

B

r br

omin

e K

r kr

ypto

n

Rb

rubi

dium

S

r st

ront

ium

Y

yttri

um

Zr

zirc

oniu

m

Nb

niob

ium

Mo

mol

ybde

num

Tc

tech

netiu

m

Ru

ruth

eniu

m

Rh

rhod

ium

Pd

palla

dium

A

g si

lver

Cd

cadm

ium

In

indi

um

Sn

tin

Sb

antim

ony

Te

tellu

rium

I io

dine

X

e xe

non

Cs

cesi

um

Ba

bariu

m

*Lu

lute

tium

Hf

hafn

ium

Ta

tant

alum

W

tu

ngst

en

Re

rhen

ium

Os

osm

ium

Ir Iri

dium

P

t pl

atin

um

Au

gold

Hg

mer

cury

Tl

thal

lium

Pb

lead

B

i bi

smut

h P

o po

loni

um

At

asta

tine

Rn

rado

n

Fr

franc

ium

Ra

radi

um

**Lr

la

wre

nciu

m

Rf

ruth

erfo

rdiu

m

Db

dubn

ium

Sg

seab

orgi

um

Bh

bohr

ium

Hs

hass

ium

Mt

mei

tner

ium

Ds

darm

stad

tium

Rg

roen

tgen

ium

Cn

cope

rnec

ium

Uut

un

untri

um

Fl

flero

vium

U

up

unun

pent

ium U

uh

unun

hexi

um

Uus

un

unse

ptiu

m U

uo

unun

octiu

m

*

La

lant

hanu

m

Ce

ceriu

m

Pr

pras

eody

miu

m

Nd

neod

ymiu

m

Pm

pr

omet

hium

S

m

sam

ariu

m

Eu

euro

pium

G

d ga

dolin

ium

Tb

terb

ium

Dy

dysp

rosi

um

Ho

holm

ium

Er

erbi

um

Tm

thul

ium

Yb

ytte

rbiu

m

**

Ac

actin

ium

Th

thor

ium

Pa

prot

actin

ium

U

uran

ium

Np

nept

uniu

m

Pu

plut

oniu

m

Am

am

eric

ium

Cm

cu

rium

Bk

berk

eliu

m

Cf

calif

orni

um

Es

eins

tein

ium

Fm

ferm

ium

Md

men

dele

vium

N

o no

beliu

m

Met

al

Met

alloi

d

!e P

erio

dic T

able

of E

lemen

ts

Non

met

al

W:3

A

45

PROPERTY METALS NONMETALS

APPEARANCE

!ey do not conduct electricity (or are very poor conductors of electricity).

!ey can be drawn or stretched into thin wires. !ere are some exceptions to this e.g. Sodium, Potassium, Calcium.

STATE OF MATTER

!ey are generally brittle. !ey are good conductors of heat. !ey allow heat to "ow easily though them.

DENSITY

!eir densities are usually low. !ey are usually not hard. !e exception here is the nonmetal diamond – the hardest substance known to man.

MELTING POINT

!ey do not conduct heat (or are very poor conductors of heat).

!ey are good conductors of electricity. !ey allow electricity to "ow easily though them.

HARDNESS

Usually solid at room temperature, except Mercury which is liquid at room temperature. Gallium and Caesium melt below 30°C so on a hot day they might be in liquid state too.

!ey can be beaten or hammered into thin sheets.

MALLEABILITY

!ey can not be drawn into thin wires.

!ey usually have high density. !ere are some exceptions.

DUCTILITY

!ese exist in all three states – solid, liquid and gas. Bromine is the only non metal that is liquid at room temperature.

!ey are usually dull (not shiny).

CONDUCTION OF HEAT

!ey are usually hard. !ere are some exceptions e.g. Mercury, Calcium, Potassium, Lead etc.

!ey usually have a hight melting point. Except Mercury, Gallium, Caesium, Tin and Lead.

CONDUCTION OF ELECTRICITY

!ey are o#en shiny or can be polished to make them shiny.

!ey have low melting point.

W:3B

46

PROPERTY METALS NONMETALS

APPEARANCE

!ey are o"en shiny or can be polished to make them shiny.

!ey are usually dull (not shiny).

STATE OF MATTER

Usually solid at room temperature, except Mercury which is liquid at room temperature. Gallium and Caesium melt below 30°C so on a hot day they might be in liquid state too.

!ese exist in all three states – solid, liquid and gas. Bromine is the only non metal that is liquid at room temperature.

DENSITY

!ey usually have high density. !ere are some exceptions.

!eir densities are usually low.

MELTING POINT

!ey usually have a hight melting point. Except Mercury, Gallium, Caesium, Tin and Lead.

!ey have low melting point.

HARDNESS

!ey are usually hard. !ere are some exceptions e.g. Mercury, Calcium, Potassium, Lead etc.

!ey are usually not hard. !e exception here is the nonmetal diamond – the hardest substance known to man.

MALLEABILITY

!ey can be beaten or hammered into thin sheets.

!ey are generally brittle.

DUCTILITY

!ey can be drawn or stretched into thin wires. !ere are some exceptions to this e.g. Sodium, Potassium, Calcium.

!ey can not be drawn into thin wires.

CONDUCTION OF HEAT

!ey are good conductors of heat. !ey allow heat to #ow easily though them.

!ey do not conduct heat (or are very poor conductors of heat).

CONDUCTION OF ELECTRICITY

!ey are good conductors of electricity. !ey allow electricity to #ow easily though them.

!ey do not conduct electricity (or are very poor conductors of electricity).

Teacher Notes W:3B

47

Mac

into

sh H

D:U

sers

:son

hank

:Dro

pbox

:4\1

Sci

ence

PC

K:W

orks

heet

s for

Uni

t of W

ork:

Lab

Safe

ty R

ules

-Stu

dent

Gui

de.d

oc

Labo

rato

ry S

afet

y R

ules

– S

tude

nt G

uide

G

ener

al S

afet

y R

ules

for S

cien

ce L

abs

1.

Labo

rato

ries

MU

ST

be lo

cked

dur

ing

non-

teac

hing

tim

es.

2.

No

stud

ent m

ay e

nter

the

labo

rato

ry u

nles

s a

teac

her i

s pr

esen

t. 3.

M

ove

care

fully

aro

und

the

labo

rato

ry.

4.

Nev

er c

ondu

ct u

naut

horis

ed e

xper

imen

ts.

5.

Saf

ety

glas

ses

and

prot

ectiv

e cl

othi

ng m

ust b

e w

orn

whe

n in

stru

cted

by

the

teac

her.

6.

Do

not t

ouch

any

che

mic

als

or e

quip

men

t unl

ess

inst

ruct

ed b

y yo

ur

teac

her.

7.

Rep

ort A

NY

acc

iden

t to

your

teac

her.

8.

Pro

per f

ootw

ear i

s es

sent

ial.

9.

Long

hai

r mus

t be

tied

back

. 10

. D

o no

t eat

or d

rink

in th

e la

bora

tory

. 11

. R

ings

, loo

se je

wel

lery

, ban

ds, b

angl

es e

tc. m

ust n

ot b

e w

orn

in th

e la

bora

tory

. 12

. D

ispo

se o

f che

mic

als,

rubb

ish

and

glas

s in

the

CO

RR

EC

T co

ntai

ners

pr

ovid

ed.

13.

BA

GS

AR

E N

OT

PER

MIT

TED

IN T

HE

LAB

OR

ATO

RY

AT

AN

Y TI

ME.

USE

OF

EQU

IPM

ENT

AN

D A

PPA

RA

TUS

1.

Han

dle

all a

ppar

atus

car

eful

ly.

2.

Alw

ays

use

a ho

lder

whe

n he

atin

g su

bsta

nces

in a

test

tube

. Sla

nt th

e te

st tu

be a

way

from

you

r fac

e (a

nd th

at o

f you

r par

tner

). 3.

U

se s

mal

l am

ount

s of

che

mic

als.

4.

Nev

er ta

ste

chem

ical

s.

5.

Test

the

smel

l of g

ases

by

waf

ting

the

vapo

ur c

aref

ully

tow

ards

you

w

ith y

our h

and.

6.

N

ever

use

con

tent

s of

unl

abel

led

bottl

es.

7.

Nev

er re

turn

che

mic

als

to th

e bo

ttles

.

8.

Do

not h

old

jars

or b

ottle

s by

the

stop

per o

r lid

.

9.

Use

a fi

repr

oof m

at u

nder

hea

ting

appa

ratu

s an

d al

l hot

obj

ects

.

10.

Do

not l

eave

a b

urni

ng g

as u

natte

nded

.

11.

Do

not l

eave

any

exp

erim

ent u

natte

nded

.

12.

Was

h yo

ur h

ands

at t

he e

nd o

f the

pra

ctic

al s

essi

on.

EMER

GEN

CIE

S 1.

If

your

ski

n or

eye

s co

me

in c

onta

ct w

ith a

ny c

hem

ical

s w

ash

IMM

EDIA

TELY

with

col

d ru

nnin

g w

ater

and

info

rm y

our t

each

er.

2.

Bur

ns s

houl

d be

was

hed

IMM

EDIA

TELY

with

col

d ru

nnin

g w

ater

and

in

form

you

r tea

cher

.

3.

Cut

s or

sim

ilar i

njur

ies

mus

t be

repo

rted

to y

our t

each

er im

med

iate

ly.

4.

FIR

E

Rep

ort a

t onc

e to

you

r tea

cher

.

48

01#May#2015####Dear#Parent#/Guardian,##In#term#2,#Students#will#be#attending#an#Excursion#to#the#Melbourne#Planetarium#that#accompanies#their#study#in#chemical#sciences.##The#excursion#will#take#place#on#the#30th#of#May#2015#

#The#cost#of#the#excursion#is#$8.70#and#includes#admission#to#ScienceWorks#Museum.##Full#payment#is#required#by#20th#of#May#to#ensure#your#child’s#participation.#Please#cut#the#page#below#the#dotted#line#and#return#with#payment#to#classroom#teacher.##Please#ensure#that#you#fill#out#the#medical#form#for#your#child#and#return#this#by#the#20th#May#2015##Students#will#be#briefed#on#excursion#content#and#requirements#for#the#day#in#due#course.####Thank#you,##The#science#teaching#team!########Student#name:______________________________________________Class:________________________###My#child#(will)#/(will&not)#be#attending#the#excursion##Enclosed#is#a#full#payment#Yes/No##Parents#name:#________________________________________________##Parents#Signature:#___________________________________________#Date:#_____________________###Comments:#

49

Personal reflection on creating this unit of work The design of this unit of work is based on extensive research of the AusVELS curriculum and self-directed study in chemistry that allows for comprehensive understanding of the content. It considers and incorporates a broad range of sources, both online – websites, videos and images as well as books and peer reviewed articles, personal experiences and observations in teaching science and understanding of pedagogies and teaching strategies responsive to science learning. It incorporates a variety of hand on activities, experiments and assessments that are specifically structured in line with learning objectives and outcomes and target all science strands – Science Understanding, Science as a human Endeavour and Science Inquiry Skills. The activities and tasks in this unit allow for differentiation of student knowledge skills abilities and interests. They permit a significant level of personal choice and develop higher orders of thinking. The majority of worksheets are custom designed in InDesign to specifically suit the learning objectives and outcomes and can be easily modified as required. The unit utilises collaborative and cooperative teaching and learning and is highly visual and tactile – connecting the abstraction of concepts such as atoms, elements, and compounds in fun and easy to understand ways. It would be difficult to include the entire list of sources and references that were consulted throughout the development of this unit; the list of references below includes publications that I thoroughly researched prior and during the development of this unit of work. I feel that it is evident that my research was extensive. This is the first time I have developed a comprehensive secondary science unit in such detail. I have found the process challenging yet greatly beneficial to my studies in science education and application in future teaching practice. I think this unit of work showcases my understanding of the science curriculum, content and relevant pedagogies as well as assessment, and could no doubt be applied in the classroom, hopefully with some success. References:

Alsop, S. & Hicks, K. (2001). Teaching Science: a handbook for secondary teachers, Kogan Page, UK. Bloom, B.S. (1956). ‘Taxonomy of educational objectives: the classification of educational goals’, Longman Group, London. Cochrane, H. & Devlin, J. (2003). Heinemann Science Links 1, Heinemann, Melbourne. Greig, P, Stannard, P. & Williamson, K. (2006). Science World 8: Teacher Resource Book, 3rd edn., MacMillan, South Yarra. Herr, N. (2008). The Sourcebook for Teaching Science: Strategies, activities and instructional resources – Grades 6-12, Jossey-Bass, CA. Kiernan, D. & D’Agnese, J. (2007). Science 101 Chemistry, Smithsonian with Harper Collins – Hydra Publishing, NY. Lofts, G. Evergreen, M.J. & Taylor, P. (2006). Science Quest: Teacher support kit – Books 1 & 2: Essential learning edition, Wiley & Sons Australia, OLD. Lofts, G. Evergreen, M.J. & Taylor, P. (2007). Science Quest: Teacher support kit – Books 3 & 4, Wiley & Sons Australia, OLD. Madhuri, G.V. Kantamereddi, V.N. & Prakash Goteti, L.S. (2012). Promoting higher order thinking skills using inquiry based learning, European Journal of Engineering Education, Vol. 37, No. 2, pp. 117-123. Melbourne Planetarium (2015). Education programs and resources > Starlight, Melbourne Planetarium @ Scienceworks, Museum Victoria, State Government Victoria, Accessed: 29th March 2015, Available: http://museumvictoria.com.au/planetarium/ Toplis, R. ed. (2011). How Science Works: Exploring effective pedagogy and practice, Routledge, London. Pearson Australia (2011). Pearson Science 8 S.B., Pearson Australia, Melbourne. Victorian Curriculum and Assessment Authority (VCAA)(2015). The AusVELS Curriculum > Science Domain > Level 7-10, Victorian Curriculum and Assessment Authority, State Government Victoria, Accessed: 1st May 2015, Available: http://ausvels.vcaa.vic.edu.au/ Williamson, K. & Stannard, P. (2006). Science World 8, 3rd edn., MacMillan, South Yarra.